As part of their enrollment in Georgetown University’s D.C. Public School Leaders Executive Master’s in Leadership (EML) program, which brings together district and charter leaders in D.C. to tackle common challenges, a group of D.C. principals united to seek a trauma-based approach in District schools. For their project, the educators identified the need for a comprehensive “trauma-informed approach” that equips teachers and schools with the skills needed to aid students in trouble – those coping with traumatic experiences that might otherwise go unnoticed. They researched and developed a menu of proposed solutions for city policymakers, recommending:
· A citywide, common strategy for creating ‘trauma-informed schools’ in both the charter and district sectors.
· Creating an ongoing assessment of how schools address and respond to students who have suffered trauma or other adverse childhood experiences.
· Ongoing training for all teachers in both sectors about trauma and its lasting effects.
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