Traumatic or adverse experiences are pervasive among school-aged children and youth. Trauma undermines students' ability to learn and manage their feelings, behavior, and relationships. Meanwhile, school-based professionals often struggle with responding to the complex needs of traumatized students within the typical school day.The second edition of Supporting and Educating Traumatized Students is designed for professionals in mental health and education settings, and combines content and expertise from experts in the fields of education, school psychology, school administration, resilience, and trauma into one comprehensive guide. The book provides a thorough background on current research in trauma and its impact on school functioning; administrative and policy considerations; and a broad set of practical and implementable strategies for adapting instruction, modifying the classroom environments, and building competency for students and staff. New chapters address topics such as post-traumatic growth, interpersonal violence, and trauma screening and assessment among others. Educators can continue to use this updated edition as an ongoing resource, with the ability to quickly and easily access a variety of school-based strategies to help improve educational and social outcomes for traumatized students.

SECTION 1: Introduction to Trauma and Its Impact on School FunctioningChapter 1: The Evolution of Trauma Informed SchoolsKathryn Simon, Sidonia Compton, and Stacy OverstreetChapter 2: How the Traumatic Experiences of Students Manifest in School SettingsRon Hertel and Mona M. JohnsonChapter 3: A Trauma-Informed Culturally-Responsive (TICR) Approach in the ClassroomIsaiah PickensChapter 4: Instructional Strategies for a Trauma Informed ClassroomHannah M. GrossmanChapter 5: Understanding Posttraumatic Adjustment Trajectories in School-Age Youth: Supporting Stress Resistance, Resilient Recovery, and GrowthChristopher M. Layne and Stevan HobfollSECTION 2: Potential Sources of Trauma and Implications for Classroom Instruction and School-Based InterventionsChapter 6: Immigrant StudentsLyn Morland and Dina BirmanChapter 7: Students Experiencing HomelessnessDiana Bowman and Patricia A. PoppChapter 8: Students Exposed to Community ViolenceDorothy Rohde-CollinsChapter 9: Research and Best Practices to Support Students with Incarcerated ParentsMegan SullivanChapter 10: Students with Parents Involved in Substance Abuse or DependenceCeleste M. Malone, Tierra T. Ellis, and DeLon IsomChapter 11: Students Exposed to Domestic ViolenceLisa Weed PhiferChapter 12: Supporting Grieving StudentsDavid Schonfeld and Thomas DemariaChapter 13: Students from Military FamiliesMark C. PisanoChapter 14: Students Affected by Child MaltreatmentDelphine Collin-V?zinaChapter 15: Students affected by interpersonal violenceViann N. Nguyen-Feng, Tim Carroll, and Lindsey KingChapter 16: Supporting Students Following Crises and Natural DisastersBenjamin S. FernandezSECTION 3: Administrative and Policy ConsiderationsChapter 17: Addressing Secondary Traumatic Stress in Trauma Informed SchoolsBrenda Sweeney and James CaringiChapter 18: Trauma screening and assessmentKatie Eklund, Taylor Koriakin, Sandy Chafouleas, and Sophia DodgeChapter 19: Design as the Missing Variable in Trauma-Informed SchoolsDak Kopec and J. Davis HarteChapter 20: Developing School Staff Buy-In for Trauma-Informed SchoolsCourtney N. Baker, Julia M. Augenstern, Stephanie A. Moberg, Nyx Robey, and Megan C. SaybeChapter 21: Effective Implementation and Evaluation of Trauma-Informed SchoolsElizabeth Cook and Pamela Black