In this engaging episode of School Wellness, Amanda Hampton delves into the intricacies of creating a trauma-informed classroom with educator Katie Ostendorf. Katie shares her journey into teaching, fueled by a passion sparked during a high school mentoring experience. She describes her continued dedication to foster an inclusive, supportive learning environment. With a primary focus on ELA and the integration of social studies, Katie's approach emphasizes the importance of understanding and addressing the emotional needs of students through trauma-informed practices and goal setting.

Listeners will gain valuable insight into how behavior communication can be harnessed to enhance teaching practices and support student growth. Katie discusses various strategies, including utilizing PAX GBG and creating calm spaces, to help students manage their emotions and behaviors effectively. These strategies not only create a positive school climate but also enable students to develop self-regulation skills critical in their academic and personal lives. The conversation underscores the necessity of a compassionate approach in education and the impact of continued professional development in areas such as mental health and trauma-informed teaching.

• Goal Setting for Growth: Katie emphasizes the importance of empowering students through goal setting, facilitating ownership over both academic and personal achievements.

• Behavior as Communication: Understanding student behavior as a form of communication and addressing underlying needs rather than just the symptoms is crucial in a trauma-informed classroom.

• Importance of SEL and Morning Meetings: Implementing morning meetings and social-emotional learning programs helps students develop the necessary skills for self-regulation and emotional expression.

• Effective Use of Calming Spaces: Creating dedicated spaces for students to decompress can significantly affect students' ability to manage stress and regain focus.

• Avoiding Power Struggles: Building a trauma-informed classroom involves avoiding personalizing student behavior, avoiding power struggles, and focusing on proactive support.

• "Behavior is communication...we can't take the behavior personally."

• "Start the school year with goal writing... give themselves ownership."

• "If that 15 minutes of morning meetings gets us that time back in the classroom, it's worth it."

• "Focus on those students who are engaging appropriately."

• "Don't take away their recess...recess is a time for them to navigate those behaviors."

• PAX Good Behavior Game (GBG): A behavioral intervention Katie finds effective in her classroom.

• Book: "Self-Regulation in the Classroom: Helping Students Learn How to Learn" by Richard M. Cash.

• Website: Centervention offers free resources for social-emotional learning and student reflection.

For a deep dive into these strategies and insights on enhancing educational practices through a trauma-informed lens, listen to the full episode. Stay tuned for more impactful content from School Wellness that connects you with foundational resources and support in education.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Join Amanda Hampton and guest Karen Eads as they discuss creating trauma-informed classrooms. Karen, a veteran first-grade teacher with 35 years of experience at Norwood Elementary, shares her journey and strategies for fostering a safe, empathetic, and regulated learning environment. Learn about her use of PAX tools, creating emotional safety, and the importance of modeling self-regulation. Discover how addressing emotional and behavioral needs can significantly enhance academic performance and overall well-being in young students.

Karen Eads is a seasoned educator with over 35 years of experience, currently teaching first grade at Norwood Elementary School. As a volleyball coach for Norwood City Schools and a devoted advocate for trauma-informed education, Karen brings a rich background of personal and professional experience to her role. Her journey in education, inspired by her own childhood challenges and positive influences from teachers and coaches, fuels her passion for impacting young lives positively.

• Understanding Trauma-Informed Education: Recognizing and addressing the impacts of adverse childhood experiences on students' learning and behavior.
• Importance of Emotional and Physical Safety: Prioritizing safety and emotional well-being over academics to create a conducive learning environment.
• Implementing PAX Good Behavior Game: Tools and strategies for promoting positive behavior and self-regulation, demonstrating the effectiveness of the PAX system.
• Growth Mindset Approach: Continuous self-improvement as a teacher, being reflective, adaptable, and instilling the same principles in students.
• Teacher and Community Collaboration: The significance of engaging colleagues, parents, and school staff in supporting students' mental health and well-being.

1. "My goals are to help my students feel safe and loved. I show them that they matter as I strive to not only listen to their words but also watch their actions." – Karen Eads
2. "We need to all remember that children's brains grow at a phenomenal rate, but their experiences help shape this growth, whether they're positive or negative." – Karen Eads
3. "A teacher needs to know that students thrive on predictability and routine." – Karen Eads
4. "My students need to know me as a person, as a mom, as a learner, just like they are, as a pet owner, but also as a person who makes mistakes." – Karen Eads
5. "You belong, you matter, and you are loved. And if you work hard to have children truly believe those things, then really you can tackle anything." – Karen Eads

• PAX Good Behavior Game: Official PAX website
• Books Mentioned: "You Matter" (used during the first weeks of school)

To delve deeper into the transformative power of trauma-informed education and learn actionable strategies for your classroom, listen to the full episode and stay tuned for more insightful discussions on School Wellness.

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.

Amanda Hampton of the Ohio School-Based Center of Excellence is joined by Ali Masters from Kinder Elementary to discuss the role of a Behavioral Health and Wellness Coordinator (BHWC). Ali shares insights on educational neuroscience, collective care, and the positive impacts on school culture, including significant decreases in suspensions and behavioral referrals. Discover how initiatives like the SPA room, TAP IN TAP OUT system, and student assistance programs are fostering a supportive environment for students and staff alike. Highlights include boosts in family engagement and actionable data-driven strategies for well-being.

Ali Masters serves as the Behavioral Health and Wellness Coordinator at Kinder Elementary, a position she has held for the past two years. She holds a Bachelor’s degree in Organizational Leadership and a Master’s degree in Special Education. After spending several years in different fields including social work, banking, and insurance, Allie found her calling in education as a paraprofessional and later as an intervention specialist.

• Behavioral Health and Wellness Coordination: Understanding the role and its transformative impact on school culture and student behavior.

• Educational Neuroscience: Strategies for teaching students and staff about brain function and behavior regulation.

• Staff and Collective Care: The importance of creating a supportive and interconnected environment for staff wellness.

• Data-Driven Decisions: Importance of regularly analyzing various forms of data to inform strategies and measure the effectiveness of interventions.

• Family Engagement: Strategies to increase parental involvement and reduce barriers for non-English speaking families.

1. "In order to learn, our nervous systems have to be regulated before we can access our cortex, which is where all the magic happens." - Ali Masters

2. "Trauma-informed care is not just for those who have experienced trauma. I mean, it is for everyone." - Ali Masters

3. "If our staff isn't well, then our kids aren't going to be well." - Ali Masters

4. "The biggest difference is no matter if it's a teacher who's having a problem or a family, everyone feels really, really safe and supported and connected." - Ali Masters

5. "We have to constantly be looking at data and checking all of our referrals and following up with them." - Ali Masters

• Doctor Laurie Desautels: Expert in educational neuroscience.

• Doctor Bruce Perry: Renowned for trauma-informed care research.

• Bessel van der Kolk: Prominent in the trauma research field.

• Stephen Porges: Known for polyvagal theory.

• Dean Burke Harris: Surgeon General of California and advocate for trauma-informed approaches.

Enjoyed this episode? Make sure to listen to the full discussion to explore the transformative work at Kinder Elementary and stay tuned for more insightful conversations in upcoming episodes of "School Wellness".

Discover more resources from the Ohio School-Based Center of Excellence for Prevention & Early Intervention at OhioSBCOE.org.