Becoming a Trauma-Sensitive Educator

Here’s a more in-depth look at what teachers will learn in this virtual course:

Course Introduction (10 minutes)

• Get a welcome video and introduction from Ms. Jen, an outline of the course objectives, and key information learners need to know.

Lesson 1: The Role of the Trauma-Sensitive Educator (1 hour, 15 minutes)

• Explore what it means to be a trauma-sensitive educator by discovering Ms. Jen’s Four Essentials of Building Trauma-Sensitive Schools, learning about the role and characteristics of a trauma-sensitive educator, asking critical questions, and reviewing the four “Rs” of trauma-sensitivity.

Lesson 2: What Every Trauma-Sensitive Educator Needs to Know (1 hour, 15 minutes)

• Develop a deeper understanding of trauma, identify examples of experiences on and off campus that may cause trauma, understand common signs indicative of trauma responses, and examine post-traumatic growth.

Lesson 3: Understanding Collective Stress and Trauma (1 hour)

• Learn what collective trauma is and explore the importance of feeling, dealing, and healing within school communities. Think about the potential effects of collective stress in your setting and learn how to help youth explore their feelings and needs.

Lesson 4: Using the Four Essentials to Build a Trauma-Sensitive School

Part 1 (1 hour)

• Dive deeper into the Four Essentials and learn more about safety and connection. Discover how educators are implementing trauma-sensitive strategies into their classrooms.

Using the Four Essentials to Build a Trauma-Sensitive School – Part 2 (1 hours)

• Dive deeper into the Four Essentials and learn more about regulation and learning. Identify priorities and next steps for your work as a trauma-sensitive educator.

Lesson 5: The Importance of Boundaries (1 hour)

• Understand why clear boundaries are necessary for trauma-sensitive educators and get suggestions on maintaining them. Practice one way to set a clear boundary in your professional role and learn new ideas for communicating your needs with colleagues.

Final Activity (20 minutes)

• Divided into three parts, this final activity examines how the information you learned in this course will impact you, your entire school community, and your students. You’ll be asked to start planning how you’ll use the trauma-sensitive strategies learned in this course with your group.

Bonus Module (10 minutes)

• Deepen your understanding with a video from educators who are working together to build trauma-sensitive learning environments and an infographic showcasing first steps educators have taken on their own journeys to become trauma-sensitive educators.

Northwest Nazarene University is providing CEUs for this course CEUs through their professional development website. Here’s how it works:

• Purchase the course directly from Brookes and complete the activities and quizzes.
• When you’re finished, register and pay for CEUs through Northwest Nazarene University (NNU). The cost is US$70.00.
• Once you’re registered, submit your quiz certificates from the course and the final assignment to NNU. The university will grade the final assignment. If you pass, the university will issue the CEUs.

 Access the NNU registration page here

Ms. Jen Alexander is a master trainer who brings her unique insights on trauma-sensitive practices to schools across the country. School leaders rave about Ms. Jen’s in-person trainings—and your staff can easily access her expertise through the Becoming a Trauma-Sensitive Educator virtual course!

Praise for Ms. Jen’s trainings:

“Ms. Jen and her team are absolutely amazing. They met with us to develop and customize the PD to meet the needs of our teachers and students. They personalized the presentation and content to not only address our needs but to also emphasize the initiatives we are implementing to align building trauma sensitive schools with everything else we are doing.”

Ahnna Gibson, Assistant Director of Special Ed., Oconee County, South Carolina

“We have had an influx in tragic situations from suicides to unexpected deaths. Jen’s willingness to build trauma efficacy in our administrators and school counselors was just what the doctor ordered.”

Dr. Kimberly Williams, Director of Student Services and Federal Programs, Jackson County, MS

“Ms. Jen gave staff a framework for discussion and the conceptualization of trauma.”

Dr. Benton Dorman, Principal, Carson City, WA

“Ms. Jen has a true gift for transformational PD and working with adult learners. I am amazed by the creative ways she presents her material and how she is constantly attuned to the needs of her learners. Many staff have told me that this is the best PD they have ever received, and I wholeheartedly agree! I never miss the opportunity to attend her sessions…each and every time, I come away with new knowledge, ideas, and insights.”

Amanda Sherman, Ph.D., C.Psych., Mental Health Lead, District School Board of Niagara, Lifetime Learning Centre, St. Catharines, ON

“Although staff have participated in multiple trauma-informed care trainings over the years, nothing really seemed to stick. Ms. Jen presented a 3-hour inservice training and I’ve never witnessed the staff so engaged. While we certainly see the impact of Ms. Jen’s presentation on the work with children and families, I think the biggest improvement has come in terms of staff relationships!”

Kayle Richardson, Director of Employee and Program Development, Capital Area Head Start

“[After training], I have noticed our staff being much more empathetic to kids dealing with traumatic issues that manifest in different ways. We’ve become more attuned as a school to identifying and providing resources to kids to help them deal with stress.”

Jonas Knotts, Principal, Bruceton School, West Virginia

“Ms. Jen and the team experience was so professional and well-organized that I won’t hesitate to recommend them to other school leaders.”

Dr. Shannon Cassidy-Roulea, Principal, Pembroke, Canada

“I can’t say enough about Jen and her team. They worked with us to develop a year-long partnership where our needs were fully addressed. This required bringing in another subject matter expert to take on the cultural competency components.”

Karla Browning, Director of Curriculum, Instruction, and Learning, Flint, MI