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This text assists educators in the development of trauma-informed competencies required to transition to a trauma-informed educational environment. The principles informing Trauma-Informed School Practices (TISP) are detailed in Section I, “Foundational Principles.” It begins with an overview of the struggles facing students and educators, grounded in the reality that many students experience unmitigated stress and trauma, and this has undermined their ability to be successful in the school environment. To understand this link between trauma and school functioning, we revisit factors contributing to healthy development and resilience. We then explore how unmitigated stress and trauma can overwhelm coping resources and undermine our capacity to function. This includes explaining the concept of integrated neural functioning, as the heart of trauma-informed care is understanding the neurological impact of consistent attunement and mentoring versus unmitigated stress and trauma.

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