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Creating Trauma-Sensitive Schools

Learn principles, research, and strategies for implementing a trauma-informed education framework at the school and systems level.

This course will outline guiding principles, research, and strategies for implementing a trauma-informed education framework at the school and systems level through a focus on school policies, practices, environment, and overall mindset shifts.

Who is this for?

K-12 teachers, staff, and administrators, higher-ed faculty, and student affairs staff.

  • Program Details
  • What You'll Learn
  • Program Details

    Course Format: Online, self-guided

    Cost: $150

    CEUs (Continuing Education Units): 1

    Length of Course: 5-6 hours

    Time Limit: Upon registering, students have one year to complete the course.

    What You'll Learn

    When you've completed the course, you will be able to:

    • Recognize the impact of trauma exposure on individuals, families, and society, and key principles of trauma-informed learning environments.
    • Describe the key steps to begin the work of creating and sustaining trauma-informed environments.
    • State reasons for the critical foundation of creating a paradigm shift within individuals, systems, and structures to develop trauma-sensitive environments.
    • Explain the strategies for using a trauma-informed, human-centered, equity-minded lens to evaluate school policies, practices, and the physical and emotional environments present in an educational space.
    • Steps to support healing and resilience will be identified and defined, especially through the lens of the inevitability of future stress and trauma.

    Program Details

    Course Format: Online, self-guided

    Cost: $150

    CEUs (Continuing Education Units): 1

    Length of Course: 5-6 hours

    Time Limit: Upon registering, students have one year to complete the course.

    What You'll Learn

    When you've completed the course, you will be able to:

    • Recognize the impact of trauma exposure on individuals, families, and society, and key principles of trauma-informed learning environments.
    • Describe the key steps to begin the work of creating and sustaining trauma-informed environments.
    • State reasons for the critical foundation of creating a paradigm shift within individuals, systems, and structures to develop trauma-sensitive environments.
    • Explain the strategies for using a trauma-informed, human-centered, equity-minded lens to evaluate school policies, practices, and the physical and emotional environments present in an educational space.
    • Steps to support healing and resilience will be identified and defined, especially through the lens of the inevitability of future stress and trauma.

    Course Authors

    Weinkauf is a Licensed Independent Clinical Social Worker who has served as a licensed school social worker for 17 years. Her time as an educator has spanned K-12 public and charter schools in urban and suburban communities. She has served as a Trauma Coach, General Education and Special Education School Social Worker. Before working as an educator, she provided school-based violence prevention services and worked with girls involved in the criminal justice system. In addition to her current role as Special Education Social Worker, Weinkauf serves as a therapist and adjunct professor. She provides clinical supervision to new school social workers and consultation and training to K-12 schools. Her focus areas include: trauma and its impact, trauma-informed schools, equity and anti-racism, the neurosequential model in education and restorative practices. Weinkauf holds a Bachelor of Science degree in Sociology from St. Catherine University and a Master of Social Work degree from St. Catherine University/University of St. Thomas.

    Noble is a middle school Language Arts teacher in St. Paul, MN, with 19 years of teaching experience including a focus on trauma-informed education. As part of a teacher-governed school, she has been able to bring multiple resources for students and their families into the school. Through Noble's leadership, the staff at her school have participated in trauma-informed, resilience-building training and professional development opportunities to support a healthy environment for students and staff. She has a Master of Arts in Teaching with a focus on Curriculum and Instruction – Trauma Informed Care and Resilience from Concordia University in Portland, OR, and a B.A. in English Literature with a Minnesota Tier 4 Teaching License from Hamline University.