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Trauma Informed Practices in Schools

Students may experience trauma at any grade-level, living in any community, and within any socio-economic status. Trauma manifests in a variety of ways depending upon the age and developmental level of the student, but can adversely impact student learning, social engagement and have an ongoing impact to the student and larger school community. The integration of trauma-informed practices enables schools to create safe and supportive environments for all students, teachers, and administrators, as well as build strong support for families.


  • Examine the definition of trauma and the impact on a student’s social-emotional functioning, learning, and development.
  • Explore ways to transform school culture through the use of trauma-informed approaches to understanding and responding to student behavior.
  • Review how Positive Behavioral Interventions and Supports (PBIS), mindfulness, and restorative practices can be utilized to enhance existing school-wide approaches to supporting students who have experienced trauma.
  • Discover the importance of ongoing training and self-care for educators, service providers, and families.
  • Discuss next steps for your individual school community and where to obtain resources to support future planning.

LCAP Priority Areas:

Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,

Parent Involvement: Encouraging parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.,

Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,

School Climate: Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.

State Performance Plan Indicators:

Indicator 1: Graduation 4 Year Rate,

Indicator 2: Dropout 4 Year Rate,

Indicator 4: Suspension/Expulsion,

Indicator 5: Least Restrictive Environments,

Indicator 8: Parent Involvement,

Indicator 9: Racial/Ethnic Disproportionality


Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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