Building Safe, Supportive Learning Environments with Trauma-Sensitive Practices

School attendance and behavior concerns are at crisis levels for multiple reasons—and the effects of big stress on both learners and educators is one of them. This webinar, presented by trauma expert and bestselling author Ms. Jen Alexander, will outline trauma-sensitive practices educators can use to establish safe, supportive learning environments for every member of their school community.

Engaging and practical, this two-hour training webinar is rooted in the neurobiology of stress and recovery. Attendees will consider how trauma’s effects may be affecting health, relationships, behavior, and learning in their setting; explore the four essentials of a trauma-sensitive school; learn right-now strategies every educator can use; and get trauma-informed practices that are ready to implement in their classroom and school. Ms. Jen will help attendees:

• Examine the difference between stress and trauma and learn why it matters for learners and educators
• Deepen their understanding of the types of trauma that can occur on school campuses
• Explore the neurobiology of stress to better understand what students may be experiencing during times of big stress and trauma
• Discover ways to prioritize safety, put relationships first, emphasize healthy connections, help students regulate, and support executive function
• Learn dos and don’ts to consider when building build safe, supportive environments

Ideal for: New and experienced pre-K–12 educators and support staff

About the Presenter

About Ms. Jen Alexander, M.A., NCC, SB-RPT

As a licensed special education teacher, professional school counselor, trauma expert, author, and leader in the movement to build trauma-sensitive schools, Ms. Jen has more than 20 years of experience providing support to young people and the educators who serve them.

In her current role as consultant and facilitator of professional development, Ms. Jen shows educators what works and why when it comes to building trauma-sensitive learning environments. Within minutes of interacting with her, educators know they are learning from someone who understands the real struggles of everyday teaching and learning. They come away believing that change benefiting educators, students, and entire school communities is not only possible but also achievable.