Classroom Strategies for Trauma-Informed Teaching : Restoring Trust, Connection, and Hope / by Amanda-Lee Pitzer.

Format:

Book

Author/Creator:

Pitzer, Amanda-Lee.

Series:

Education Series

Language:

English

Subjects (All):

Education--Philosophy.

Education.

Educational psychology.

Teachers--Training of.

Teachers.

Children.

Educational Philosophy.

Educational Psychology.

Education Science.

Teaching and Teacher Education.

Childhood Education.

Local Subjects:

Educational Philosophy.

Educational Psychology.

Education Science.

Teaching and Teacher Education.

Childhood Education.

Physical Description:

1 online resource (252 pages)

Edition:

1st ed. 2025.

Place of Publication:

Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2025.

Summary:

This book is a practical and deeply personal guide for educators seeking to understand and respond to student trauma. Blending scholarly research, classroom strategy, and lived experience, it explores how trauma affects learning, behavior, relationships, and teacher well-being, as well as how schools can become places of safety and healing. Written by an educator, trauma scholar, and Gold Star widow, the book weaves compelling narrative with evidence-based practices, offering both insight and hope. The text is organized into three sections that move the reader from foundational understanding to practical application. Part I, Foundations of Trauma-Informed Understanding, examines what trauma is and how it impacts students’ brains, bodies, and behaviors. Part II, Shifting the Lens—From Behavior to Belonging, reframes misbehavior as a signal of underlying need, encouraging educators to seek root causes rather than punitive responses. Part III, Practices That Restore, presents strategies for creating trauma-informed classrooms that prioritize safety, connection, and empowerment. Amanda-Lee Pitzer specializes in trauma-informed education, educational psychology, and educational leadership. She holds a doctorate in Educational Psychology from Regent University. Her trauma work takes place at Columbia College of South Carolina, where she equips teachers with strategies, evidence-based practices, and practical applications to successfully develop trauma-informed classrooms.

Contents:

Part I Foundations of Trauma-Informed Understanding

Chapter 1. What Is Trauma?

Chapter 2. Theoretical Foundations of Trauma-Informed Practice

Chapter 3. How Trauma Affects the Brain and Body

Chapter 4. Cultural and Generational Trauma in Schools

Chapter 5. How Trauma Shows Up in Classrooms

Chapter 6. The Ripple Effect—Teachers, Classmates, and Systems

Part II Shifting the Lens—From Behavior to Belonging

Chapter 7. The Starting Point Is Empathy

Chapter 8. Root Cause, Not Just Behavior

Chapter 9. Special Education and Re-Traumatization

Chapter 10. Rebuilding Trust after Harm

Part III Practices That Restore

Chapter 11. Creating Trauma-Informed Classrooms

Chapter 12. Responding Without Retraumatizing

Chapter 13. When Helping Hurts—Turning STS into Strength

Chapter 14. Stronger Together: Partnering with School-Based Mental Health Teams

Chapter 15. Leadership Matters—Creating a Trauma-Informed School Culture

Chapter 16. Student Voice and Agency

Chapter 17. Parents as Partners in Healing

Chapter 18. Screens, Stress, and Scrolling: Helping Students Navigate the Digital World

Chapter 19. Beyond the Classroom—Advocacy as a Trauma-Informed Practice

Part IV Conclusion

Chapter 20. Restoring Hope

Part V Appendix

Chapter 21. Case Studies and Classroom Tools.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

3-032-10163-8

9783032101631

OCLC:

1572183367