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A Principal's Mission

Repeated exposure to adverse and traumatic experiences during childhood can have immense and critical effects on students’ learning, behavior and relationships while at school. Several educators have experienced the reality of limited resources and limited knowledge of trauma-informed care (TIC) approaches to addressing the needs of students who have experienced trauma. In Philadelphia and other communities across the country, there is a silent epidemic of schoolchildren experiencing heightened exposure to traumatic events in environments where teachers have inadequate resources to support their students (Bloom, 2008).

As a school principal and having experienced childhood trauma, Dr. Curtis Callands has developed alternatives to challenge the traditional practices and punitive approaches of administering out-of-school suspension to students for their disruptive behaviors. Thus, this manual is designed to train and prepare teachers and staff members in TIC practices that will prepare them to meet the socioemotional and academic needs of students who have experienced trauma. This manual examines the perspectives and experiences of teachers and support staff receiving professional development training on trauma-informed care approaches that meet the needs of students who have experienced ACEs or traumatic events.