Natural Disasters and Post-Traumatic Resilience in Children

By Daniella Rueda, CEI Intern  As we come close to the end of hurricane season and as we consider the loss of lives and disruption produced in recent California wildfires, it becomes critical to discuss a topic that is often disregarded: The post-disaster trauma children experience. More specifically, what happens with children? How are their[…]

Mindfulness and Transformational School Leadership

By Christine Mason Visions and Inspiration “Transformational leaders do not think in one place and time, rather, they construct mental models that bridge the present to the future.” (Thoms & Greenberger, 1995) Consider our world today. In Mindfulness Practices: Cultivating Heart Centered Communities where Students Focus and Flourish, with co-authors Michele Rivers Murphy and Yvette[…]

Leadership for the 21st Century

By Michael Chirichello, Ed.D. International Educational Consultant School leaders must build a vision that focuses on the whole child and makes social, emotional and academic learning the mission of schools (Darling-Hammond, 2018). The testing culture must give way to a new culture that nurtures not only academic learning but also social and emotional learning (SEL).[…]

Part II: Transformational Leadership is the Key to Empowering Students

By Lindsey Erin Feltis, CEI Intern, and Christine Mason In our last article on transformational leadership (September, 2018), we introduced you to some of the guiding components of transformational leadership and its benefits. In this article, we want to reiterate some of its benefits, and illustrate why transformational leadership truly is the key to inspiring[…]

Identifying Dyslexia and Low Vision

By June Naureckas, CEI Intern  Although their origins and symptomology are different, dyslexia and visual impairment respond surprisingly well to a shared list of accommodations. By making a few simple changes to worksheets and presentations, teachers can reduce stress for themselves and for their students. According to the International Dyslexia Association, dyslexia is “characterized by[…]

Transitioning to Trauma-Informed Care: One Elementary School Culture Transformation

By Dana Asby, CEI Intern Low-income urban youth have one of the highest rates of adverse childhood experience (ACE) prevalence, with one study reporting that more than 67% of the population have experienced at least one or more ACE and 12% have experienced 4 or more (Burke, Hellman, Scott, Weems, & Carrion, 2011). ACEs include:[…]