National Health Outreach and Engagement Conference 2024

Crawford, M.
Attention to childhood trauma and the need for trauma-informed care has contributed to the
emerging discourse in schools related to teaching practices, school climate, and the delivery of
trauma-related in-service and preservice teacher education (Cole et al., 2005; Crosby, 2015;
Day et al., 2015; Oehlberg, 2008). The session outlines the development, implementation, and
evaluation of a trauma-informed PreK-12 teacher professional development series. The project
aligns with initiatives outlined in the Cooperative Extension's National Framework for Health
Equity and Well-Being. The presentation will include critical lessons learned, suggested best
practices, and future directions for supporting and sustaining trauma-informed practices in
schools.

Numerous studies document an increase in the pervasiveness of trauma among school-age
children, as well as the subsequent effects of trauma on overall student performance. Adverse
childhood experiences (ACEs) are the root cause of many serious academic, social, and
behavioral problems that have the potential to prevent a child from receiving the full benefits of
education. Teachers are key players in helping schools become trauma-informed learning
environments.

The educator workforce development program was created through a collaboration between the
University of Illinois Extension community health educator, teachers, and local experts in the
field. The 12-hour program series is delivered by the health educator and includes four 3-hour
modules approved for Illinois State Board of Education Professional Development Units. Series
participants include teachers, administrators, counselors, social workers, and paraprofessional
school staff. Modules span the following topics: 1) types of trauma and numerous effects on the
brain, student learning, and health, 2) the role of self-care in preventing educator burnout, 3)
strategies to assist students self-regulate in the classroom, and 4) identifying and responding to
signs of mental health challenges among youth. The series aligns with the recommendations
provided by the Substance Abuse and Mental Health Services Administration (SAMHSA)
National Center for Trauma-Informed Care, which includes acknowledging the prevalence of
trauma, recognizing the impact of these experiences on all individuals, utilizing trauma-
sensitive practices and policies, and avoiding practices that may retraumatize.
Post-test data across modules demonstrates all 520 participants reported increased knowledge
and intent to return information and strategies to their schools and classrooms. Three-month
follow-up survey data reveal that 75% report implementing strategies learned at the training,
75% report successful execution of self-care action plans, and 67% report providing training to
staff at school who did not attend training.

Educating PreK-12 teachers on recognizing and responding to trauma in the classroom supports
Extension professionals in their efforts to improve health via promoting healthy behaviors
through communication and education to ultimately create healthier communities. Furthermore,
the professional development series aligns with initiatives outlined in the Cooperative
Extension's National Framework for Health Equity and Well-Being. This includes supporting
individuals and families experiencing mental health challenges, expanding health programming,
capacity building and professional development, and actively addressing the social
determinants of health and well-being that prevent communities from experiencing optimal
health.