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Contemporary Perspectives on Developing Trauma-Informed Teachers

Series information

Contemporary Perspectives on Developing Trauma-Informed Teachers explores research-driven strategies and practical approaches to prepare educators for trauma-sensitive teaching. Each volume addresses the complexities of trauma’s impact on learning and provides tools to foster resilience, equity, and supportive learning environments in diverse educational settings. This series is a useful resource for those supporting the professional growth of teachers with evidence-based practices and systemic change.

Series editors

Ofelia Schepers
Megan Brennan
Philip E. Bernhardt
Kathryn Young
Purdue University; Resilient Futures; Metropolitan State University of Denver; Contemporary Perspectives on Developing Trauma-Informed Teachers , USA

Special Collection Image
Book cover for Developing Trauma–Informed Teachers: Intentional Partnerships to Create Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches
Developing Trauma–Informed Teachers: Intentional Partnerships to Create Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches Available to Purchase
https://doi.org/10.1108/978-1-83708-592-7
Book cover for Developing Trauma-Informed Teachers: Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches Research Findings From the Field
Developing Trauma-Informed Teachers: Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches Research Findings From the Field Available to Purchase
https://doi.org/10.1108/979-8-88730-109-9
Book cover for Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Reflections on Curricula and Program Implementation
Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Reflections on Curricula and Program Implementation Available to Purchase
https://doi.org/10.1108/9781648029943