Youth who are struggling to cope with trauma often express their distress through acting-out behaviors, which can cause educators to feel dysregulated and powerless to connect with their students. When the underlying cause of such behaviors is exposure to chronic adversity, what appears to be intentional disruption of the learning environment, may actually stem from the student feeling a lack of emotional, psychological, or physical safety. Punitive discipline often leaves the student feeling more anxious and unsafe, which then intensifies their acting-out behaviors. During this workshop (Part 2 of 3*), participants will learn how to respond to challenging behaviors with trauma-responsive de-escalation strategies that have immediate implications, as well as implications for SY24-25 and beyond.
Facilitator: Micere Keels
Note: Each participant from the school team will use ONE School Teams Learning Cohort seat to attend this 3-part series.
