Illustrate Trauma-Informed Teaching Practices and Interventions

Moving beyond schedules, testing and other duties as deemed necessary by the principal: The school counselor’s role in trauma informed practices

Penny B. Howell, Shelley Thomas, Damien Sweeney, & Judi Vanderhaar

Abstract: Researchers and practitioners in fields such as psy- chology and social work increasingly recognize the significant need for schools, in general, to be sites for delivery of trauma- informed practices. Given the extent and nature of trauma expo- sure in our schools, we believe it is critical that the primary individual supporting trauma-informed practices is physically present in the school daily, integrated within school routines, and has ongoing relationships with students, teachers, and staff. In this article we will reexamine the role of the School Counselor (SC) through the lens of This We Believe: The Keys to Educating Young Adolescents and illuminate the many reasons the SC’s voice and perspective is essential to school-wide enactment of trauma- informed practices. We believe SCs need a voice at the table regarding school-wide decisions and advocate that they lead the collective charge in trauma-informed practices in schools to best serve middle level students. By sharing one voice and accepting the role of SC as the mental health experts in our schools, we will see transformative change in education while serving our youth in need by leading trauma-informed and trauma-sensitive schools.

Keywords: school counselors, school culture and climate, trauma-informed practices

This We Believe characteristics: ● Comprehensive guidance and support services meet the needs of young adolescents.

● Educators value young adolescents and are prepared to teach them.

● Every student’s academic and personal development is guided by an adult advocate.

● The school environment is inviting, safe, inclusive, and supportive of all.

When considering the role of the School Counselor (SC), a variety of tasks come to mind. Whether it is school- wide scheduling, guiding students towards a future career, completing special education meetings and paperwork, or organizing standardized exams, the school counseling role is one of the most undefined in our middle schools. Surprisingly, SCs typically do not study the aforementioned tasks in their Counseling Education Programs. Instead, they are trained to meet the mental health needs of the student (American School Counselor Association [ASCA], 2012; Gruman, Marston, & Koon, 2013), including, among others, nurturing resilience and creating and supporting opportunities for students to overcome the barriers they often face. In some cases, administrators often leave school counselors out of administrative leadership meetings where important decisions are made about the direction of the school. The degree of trauma exposure among our ado- lescent students makes it an imperative for school leader- ship to engage in ensuring school-wide systems and practices are in place. There is no better point person in school leadership to facilitate this effort than school counselors.

There is no better point person in school leader- ship to facilitate this [school-wide trauma- informed] effort than school counselors.

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In this article, we will reexamine the role of the SC through the lens of This We Believe: The Keys to Educating Young Adolescents (The Association for Middle Level Education (for- merly National Middle School Association [NMSA], 2010), specifically the characteristics related toCulture andCommunity (NMSA, 2010), and illuminate the many reasons their voices and perspectives are essential to school-wide enactment of trauma-informed practices. As a statewide Program Coordinator for Comprehensive School Counseling, univer- sity-based teacher educators, and a statewide Program Consultant in the Division of Student Success focused on trauma-informed practice and youth mental health first aid, we believe it is essential SCs have a voice at the table regarding school-wide decisions. Further, we also advocate that they lead the collective charge in trauma-informed practices in schools to best serve middle level students.

What does it mean to be trauma-informed? The conception of trauma-informed care emerged from the disciplines of medicine and mental health services to better respond to those with a history of trauma who were seeking their services (Center for Substance Abuse Treatment, 2014). Commensurate with this response was an increasing recognition of the relationship between childhood trau- matic stress and significant health and other challenges experienced later in life (Anda et al., 2006; Felitti et al., 1998). In their study of Adverse Childhood Experiences (ACEs), Felitti et al. (1998) found a relationship between childhood exposure to adverse experiences and multiple risk factors in adulthood that can result in earlier mortality. Researchers and practitioners across disciplines continue to refer to ACEs, described later, in framing their responses and supports for those affected by trauma (Wolpow, Johnson, Hertel, & Kincaid, 2016).

Now broadly adopted nationally, those responses are referred to across disciplines as “trauma-informed care” (Thomas, Crosby, &Vanderhaar, 2019). Substance Abuse and Mental Health Services Administration’s (SAMHSA) Center for Substance Abuse Treatment (2014) provided a relevant approach including acknowledgement of the prevalence of trauma, recognition of the impact of these experiences on all individuals, use of trauma-sensitive practices and policies, and avoidance of actions that may re-traumatize the individual. Hanson and Lang (2016) recognized a need to look across fields involved in trauma-informed care to clarify the term

and understand how it was operationalized. As a result of their review across multiple organizations, they mapped 15 com- ponents resulting in identification of three domains: (a) per- sonnel/professional development; (b) changes within organizations; and (c) changes in practice. Middle schools fall within the larger, trauma-informed, multi-tiered child service system of care that includes the school (Chafouleas, Johnson, Overstreet, & Santos, 2016; National Child Traumatic Stress Network [NCTSN], 2017) with the SC playing a role within each domain.

Trauma and the young adolescent Early adolescence is marked by rapid development across the spectrum of physical, emotional, and intellectual changes, and includes “growth related to puberty as well as a range of psychosocial changes associated with developing an increas- ingly refined identity” (Mann, Kristjansson, Sigfusdottir, & Smith, 2014, p. 2). Development of adolescents “lead[s] to the maturation of a physical body, but the brain lags behind” (Child Welfare Information Gateway [CWIG], 2015). The adolescent brain undergoes significant changes (Blakemore, Burnett, & Dahl, 2010; CWIG, 2015); however, the frontal lobe, the part of the brain impacting decision making, has yet to fully mature. The lack of maturation in this region of the brain is associated with unpredictable and impulsive behavior, forgetfulness, increased risk-taking, and questionable deci- sion making. To further complicate the reality of young ado- lescent development, the limbic system within the brain, which controls and regulates emotions, also lacks maturation resulting in stronger, more unpredictable emotional responses to the experience of growing up (Blakemore, 2008; Chamberlain, 2009; CWIG 2015).

Adolescent students with a history of trauma can have long term effects on brain development and suffer from more extreme impulsivity, increased difficulty with higher- level thinking and feeling as well as significant delays in academic and social skills (Whittle et al., 2013). Researchers have also noted that “exposure to trauma impairs early adolescent developmental tasks (Frydman & Mayor, 2017, p. 238). The American Psychiatric Association (2000) [APA] suggested that childhood trauma can lead to various negative mental health condi- tions during adolescence. These conditions range from posttraumatic stress disorder (PSTD), substance abuse, suicide attempts, and depressive disorders (APA, 2000; Gallus, Shreffler, Merten, & Cox, 2015).

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A trauma informed middle school Consistent with This We Believe (National Middle School Association, 2010), trauma-informed practices highlight the need for schools to create an “environment [that] is inviting, safe, inclusive and supportive of all”(p. 33), implement structures so “every student’s academic and personal development [is] guided by an adult advoca- te”(p. 35), and provide “comprehensive guidance and support services [to] meet the needs of young adoles- cents” (p. 37). Most importantly, trauma-informed prac- tices ensure that “health and wellness are supported in curricula, school-wide programs and related policies” (p. 38) that benefit all students, particularly those impacted by trauma.

A trauma informed approach in middle schools means the climate and culture is grounded in an awareness of emotional vulnerabilities of this age group and strive to treat the students with respect, compassion, and support. It also means that all elements of the school such as instruc- tional choices, classroom management, and building-wide policies and practices, are integrated within the aforemen- tioned larger system of care for affected adolescents and their families. It also means that all adults (a) realize the impact of trauma and pathways to healing; (b) recognize the signs and symptoms of trauma in students, staff, and families; (c) respond to trauma by incorporating that knowledge into practices, procedures, and policies, and (d) resist traumatization of students by eliminating practices that can trigger students exposed to trauma. (SAMHSA, 2014).

Researchers and practitioners in fields such as psy- chology and social work increasingly recognize the signif- icant need for schools, in general, to be sites for delivery of trauma-informed practices (Chafouleas et al., 2016). Because the inherent changes occurring in the physical, emotional, social, and mental lives of adolescents can sometimes mimic signs and symptoms of mental health challenges, it is especially critical that adults in middle schools are aware of the signs and symptoms in their students. Additionally, the more trauma students experi- ence, the more at risk they are for engaging in dangerous behavior, decreased academic performance, and increased school absences (Perfect, Turley, Carlson, Yohanna, & Saint Gilles, 2016). These results necessitate connecting middle school students with the SC and others who can support them, as well as ensuring all school-wide practices are trauma-informed (Cole, Eisner, Gregory, &

Ristuccia, 2013). Given the evidence that trauma-informed practices can help educators get in front of these risks, they are then able to engage students in unique ways that offer support, understanding, and draw from students’ strengths. In spite of the complexities inherent in working across these elements, middle school environments include several organizational structures within which to provide trauma-informed interventions for those who need them. The middle school, with its routines, consis- tent presence in adolescents’ lives, and intentionality around relationship building, can play a unique role within the larger system of care.

The critical role of the school counselor

Schools have many options when it comes to who can deliver mental health services; among these are school social workers, school psychologists, drug and alcohol counselors, and outside mental health consultants. However, typically these professionals are not housed within school buildings and are not part of the day-to-day operations of middle schools. Given the extent and nature of trauma exposure, we believe it is critical that the pri- mary individual supporting trauma-informed practices is physically present in the school daily, integrated within school routines, and has ongoing relationships with stu- dents, teachers, and staff. Importantly, given these criteria, we assert that the SC is well-positioned to enact the American Institutes for Research’s (2016) guiding princi- ples for school-wide implementation of trauma-informed programs in five key domains: (a) supporting staff devel- opment; (b) creating a safe and supportive environment; (c) assessing needs and planning services; (d) involving consumers; and (e) adapting practices. Additionally, trauma-informed care should connect across the school, and the approach and understanding embraced by every adult to ensure a safe, inclusive environment with consis- tent policies and practices (National Child Traumatic Stress Network, Schools Committee, 2017). A whole school approach needs to include willing staff members at every grade level led by a visible, collaborative leader like a SC who can coordinate a range of efforts across the school.

In addition to their educational training, SCs are often very knowledgeable about students’ histories. While many topics discussed in a school counseling office can be confi- dential, it is not out of bounds for SCs to inform teachers and

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other stakeholders in a student’s life about issues and con- cerns and request grace and support for the student. As a result, SCs become the conduit to teachers and stake- holders so they may be aware that extra support is needed.

Finally, SCs have the capacity to facilitate meetings that include school staff members, parents/guardians, community members who are a part of the student’s life and the student to better understand the student and their decisions. This group also offers support to the stu- dent. By bringing family members, staff members and the student to the table, an action plan can be created and implemented that includes weekly or bi-weekly check-ins along with accountability sheets or progress monitoring. These tools help the student become more accountable to the goals set in the meeting and serve as a way for SCs to quickly check in on the student’s well-being.

Critical foundational beliefs

Establishing a trauma informed middle school requires consideration of many aspects of schooling. Critical foun- dational beliefs about children, schools, care, and learning can impact the success of implementation. We contend that supporting a strengths-based perspective and estab- lishing a receptive school climate are two critical founda- tional features of a trauma-informed school.

Supporting a strengths-based, “healing centered” perspective. A trauma-informed school ensures that teachers, administrators, and SCs work from a strengths perspective that promotes healing and dispels deficit views of young adolescents. Nearly 47% of children experience at least one adverse childhood experience (ACE) (Felitti et al., 1998). ACEs are potentially traumatic events that can have both immediate as well as long term impact on middle level students (Felitti et al., 1998), affecting their ability to cope. Further, these experiences may occur to the family and community as well as the child, including circumstances such as maltreatment, stress within the family, violence in the community and natural disasters (van der Kolk, 2005). While 47% is the national average of children experiencing ACEs, the rates vary by state, region, and school. Given the high incidents of these experiences among the middle school population, as well as the increased risk for trauma exposure in adolescence (Ruzek et al., 2007), we encourage a strengths-based approach that recognizes middle level students’ assets and resilience (Zacarian, Alvarez-Ortiz, & Haynes, 2017). To that end, every school-based professional in contact with

students should resist subscribing to deficit perspectives and limited views of middle schoolers. Deficit perspectives have profound consequences for students and adults. This line of thinking may shape attitudes and behaviors among school staff, who may contend that there is nothing they can do to support students. They may fail to recognize the strengths and resilience of students who experience trauma. Thus, we advocate a strengths-based approach and a “healing centered” (Ginwright, 2018) stance that can be led by a SC in order to create a “shift” in how middle school educators approach students and their circumstances, viewing them holistically and focusing on their well-being.

Establishing a receptive climate. A trauma-informed school supports students by working to address structures and/or policies that might cause trauma or create circumstances that retraumatize students (Oehlberg, 2008). Instead of responding to behavior caused by overly restrictive or non-responsive practices, a proactive stance creates a climate and culture where students who have experienced trauma receive the support they need to be successful in school. For example, Lisa Terrance, an experienced SC who works at Metro Middle School in a large mid-western city, describes the importance of trauma-informed care at the middle school level and the significance of proactive practices by teachers:

Having teachers form relationships with students makes it easier to spot when a kid struggles with previous trauma, so we can get them the support they need. Teachers and instructional aides are our front lines. They are the first to spot any issues, and when informed, can get the supports needed for their stu- dents. I work with kids all the time that cope with so much trauma, grown adults would struggle to main- tain composure.

Ms. Terrance’s story illustrates of the importance SCs facilitation of and reinforcement of strong relationship- building between teachers and students, as well as the critical need for trauma-informed practices in middle schools. When teachers and SCs have sound relationships with their students and are aware of the effects of trauma, they can proactively create a climate that will help students reach their potential.

Charge of school counselors For SCs to lead the trauma-informed work at their schools, the discrepancy between SCs as mental health

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professionals and the mental health experts in their respective schools must be a strong consideration for dis- tricts across the state and country. Furthermore, SCs across districts and states must share one voice in accept- ing this as their role. Because the role has often been undefined and quite frankly, unclear, for so many educa- tors (including SCs), there is a wide array of what SCs are expected to do. This role differs throughout any given state and can even differ among schools that are only a few miles away from one another. By sharing one voice and accepting the role of SC as the mental health experts in our schools, we will see transformative change in educa- tion while serving our youth in need by leading trauma- informed and trauma-sensitive schools.

To align the role of SCs, the authors of this manu- script recommend that districts and schools adopt the American School Counseling Association National Model (ASCA, 2012) or that they follow identified state SC stan- dards of practice. The ASCA model submits that each SC should have a SC to student relationship of 250:1 and spend a majority of their time in direct services to students with only a small fraction of their time in indirect services. (e.g. testing, administrative work, discipling students, etc.). For many SCs in our mid-western state and across the nation, their practice is reversed. Thus, SCs often spend most of their time in indirect services. The ASCA National Model also advises SCs to become members of the educational team who use leadership, advocacy, and collaboration skills to promote system change as appro- priate. To facilitate this systemic change, schools should consider implementation of the four components of the ASCA National Model (2012) for SCs, (a) foundation; (b) management; (c) delivery; and (d) accountability. By intentionally naming trauma informed teaching within a comprehensive school counseling program (ASCA, 2019) schools can move toward creating supportive struc- tures for all students and stakeholders within their schools.

Foundation

Addressing the foundation aspect of the ASCA National Model suggests that SCs need to identify program needs (i.e. trauma-informed practices), enhance the learning process for all students through focusing on academics, career and personal/social development and ultimately understand the professional competencies of the profes- sion to guide their decision-making. By having a strong foundation for their work, SCs have an opportunity to

place a high priority on trauma-informed practices by creating strong School Counseling Core Curriculum (ASCA, 2014) lessons (formerly known as guidance les- sons) for all students. These lessons help students to learn and understand skills that may help them begin to work through some of their own trauma and help SCs to better structure their time to meet the needs of their students. For example, a focus on social and emotional health has been a long-held, developmentally appropriate practice in middle level schools (Jackson & Davis, 2000; National Middle School Association, 2010). Social emotional health is a cornerstone of trauma-informed teaching which has the potential to improve students’ overall health (Taylor, Oberle, Durlak, & Weissberg, 2017). When school and classroom structures and routines allow for student dis- covery, collaboration, meaningful discussion, guided reflective practices, choice, and flexible learning oppor- tunities, it creates a climate where young adolescents feel respected, valued, and engaged. Further, in spaces where students have choice and decision-making opportunities, it is easier to engage them in metacognitive work that will lead to social and emotional growth.

Management

SCs can develop competencies and self-assessment tools through the management component that will help them assess and measure where they are in developing a trauma- informed and trauma-sensitive school. This component also allows SCs to assess their use of time to evaluate or reevaluate their direct or indirect services to students. Through the management of the school counseling pro- gram, SCs will also develop curriculum for small and large group core curriculum school counseling lessons that may teach students proactive ways to cope with a variety of emotions.

One example would be implementing and supporting mindfulness throughout the school as a core component of being trauma-informed (Sibinga, Webb, Ghazarian, & Ellen, 2016). The inherently transitory aspects of young adolescence coupledwith the development ofmetacognitionmakemiddle school a perfect place to implement the practice of mindful- ness to teach regulation of both thoughts and emotions, as well as the variety of other benefits the practice has to offer. In offering the students the tools it takes to focus on a singular task, even if such a task is as ordinary as breathing, the practice lays a foundation for being able to focus on educational con- tent and trains themind to deepen andmaintain higher order

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thought (Chiesa & Serretti, 2009). These practices aid in prefrontal cortex development as well as metacognitive development (Blakemore et al., 2010; Brown & Knowles, 2014). It teaches focus as well as fosters patience and practice, promoting positive relationships, building community, and establishing a culture devoted to becoming oneself. Research has demonstrated that mindfulness practices improve well- being, decrease stress, anxiety and PTSD symptoms in both youth and adults (Sibinga et al., 2016).

Delivery

The SC will be able to identify and deliver services to students, staff members, parents, and the community through the delivery component of school counseling. They will also work to connect students with outside ser- vices that may help based on the students’ personal and social needs. Additionally, it allows for SCs to develop opportunities for learning throughout the building. It is critical for teachers and school staff to have the opportu- nity to learn about the impact and symptoms of trauma, and about the appropriate enactment of trauma-informed practices. SCs are prepared to disseminate this informa- tion and coach teachers in how to do this. Schools can allow SCs this time while positioning them as experts on trauma-informed practices at the building level, poten- tially increasing teacher efficacy and buy-in.

Accountability

SCs use various school data to assess their school’s trauma- informed practices and sensitivity to trauma through the accountability component of the ASCA model. This will help all stakeholders to better understand where the school is in relation to the enactment of trauma-informed practices and where they need to go to further their focus on trauma. Data-based decisions are essential to develop- ing school-wide policies and practices that support trauma- informed practices (Chafouleas et al., 2016). In fact, to analyze all data available is in essence a trauma-informed practice. In reality, schools already collect a variety of data and universal indicators that they can use in multiple ways to support and enact trauma-informed practices. The key is to utilize the best data to build a climate and culture that will support the overall health and well-being of young adolescents. While data related to academic per- formance is essential, three types of data are critical to policies and practices that are responsive to trauma (a) attendance and course passing data; (b) behavior and

discipline data; (c) perception of experiences and quali- tative data.

Attendance data and course passing. It is important for SCs and other school leaders to monitor attendance data on a regular basis to ensure students are in school and to be alert to any changes in attendance patterns. Changes in attendance can reveal patterns of a child’s home life and structures outside of school. Chronic absenteeism could be one indicator of trauma in a student’s life. Closely related to attendance are changes in academic performance. By monitoring course passing and academic progress, SCs get yet another view of the student in order to ask questions that will lead to better understanding their individual needs. These questions have the potential to help SCs support school-wide efforts to become trauma-informed (NCTSN, 2008).

Behavior and discipline data. Data related to a student behavior provide insights into students’ experiences in classrooms but also reveals patterns in school-wide discipline procedures and policies that may be exacerbating problems and re-traumatizing students. Patterns of behavioral infractions often suggest that something deeper is going on in a student’s life. Such data may also suggest challenges teachers are facing in regulating their own emotional responses to misbehavior, as well as implicit bias that yields greater punishment of students of color (Okonofua & Eberhardt, 2015). By monitoring these data, SCs can see these infractions and begin to ask the students (along with a potential team of stakeholders) questions that dig deeper into their histories. While misbehavior is not always an indicator of trauma, SCs may find that trauma does have a part to play in the choices and behaviors that both students’ and teachers exhibit. Further, SCs can use existing tools to help identify those behaviors. Research demonstrates how traumatic experiences in childhood lead to risk behaviors as youth develop, as well as impact their self-regulation (Wolpow et al., 2016). Access to data on students’ self- report risk behaviors (Center for Disease Control and Prevention, 2018) and perception of harm can offer critical information to SC’s and other staff about the specific risk behaviors to target for prevention. With that information, the SC can coordinate efforts from a trauma- informed lens to address some root causes of behavior, support students in self-regulation, and raise awareness towards improvement of discipline policies and procedures that may be re-traumatizing students and exacerbate disproportionate school exclusion.

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Perception of experiences and qualitative data. Student perceptions are essential in understanding current experiences and needs including social, emotional, academic, and basic needs. Additionally, qualitative data collected by one-on-one conferences or observation of student interactions is essential to helping teachers and counselors gain insights into students’ lived experiences and the trauma they might be experiencing. While more time-intensive, qualitative data provide context to quantitative data collected by the school. For example, a school counselor from our state implements what she calls meeting minutes. Similar to advisory practices, this counselor moves throughout the school and meets with individual students for one-minute, quick conferences. She collects this qualitative data to help her better understand the needs of students but also to help become informed about individual student needs and concerns. Collecting this type of data can also provide a school-wide picture of some elements of culture and climate such as a sense of belonging, safety, and happiness. With a large caseload, one minute per student helps this SC learn who needs follow-up and who she should absolutely ensure is on her radar.

Beyond caring for students Anyone, including school counselors and teachers, who are in a caring profession may find that they are experi- encing compassion fatigue, burnout, and secondary trau- matic stress (Wolpow et al., 2016). Every single day in schools, the adults who work with students (teachers, counselors, instructional assistants, coaches, etc.) confront the unspeakable consequences of the trauma exposure and resulting symptoms that often manifest inside schools. It is critical for schools to recognize the secondary trauma experienced by adults working with students who have experienced trauma.

Secondary traumatic stress

In secondary traumatic stress, also considered vicarious trauma, an individual’s symptoms may be similar to those of someonewithPTSD(Figley, 1999). Secondary traumatic stress affects one’s capacity to feel empathetic or capable and can significantly impact mental, psychological, and physical well- being. Hill (2011) found in a qualitative study of urban tea- chers that self-care methods such as debriefing with colleagues, reading trauma related information, and visiting a therapist helped teachers cope with compassion fatigue. It is

critical that middle schools raise awareness of the specific risk factors for secondary traumatic stress and support adult well- being and self-care. For SCs, this means practicing routine awareness of your ownwell-being and taking specific actions to maintain life balance as well as helping teachers understand the importance of self-care. It also means utilizing tools developed to help identify secondary trauma as well as offer suggestions formanaging it. One of themany tools available is the Professional Quality of Life Professional Quality of Lifetest (proQUOL) (Stamm, 2009) that allows individuals to assess where they are on compassion satisfaction, compassion fati- gue, and the two sub constructs of compassion fatigue which are burnout and secondary traumatic stress. This resource along with additional information and aids are available at https://proqol.org/ProQol_Test.html. There aremany other resources for schools to use to support their teachers (e.g. Olga Phoenix Self-care Wheel, 2013; The Trauma Responsive Educational Practice Project, n.d.) as they process their own traumatic stress.

Administrative team actively supporting teacher wellbeing

School administrators play a central role in supporting teacher wellbeing in the face of trauma. While adminis- trators cannot force teachers to engage in self-care on their own, research has shown that there are other factors that can help mitigate the impact of secondary traumatic stress including collegial support and mentoring (Ludick & Figley, 2017). Administrators must make secondary traumatic stress a priority and take a pulse on the status of their staff by assessing the levels of burnout and secondary stress. They can also support staff by ensuring there are dedicated spaces and times for adults in the building to formally and informally debrief and discuss stressful events specifically related to student’s trauma exposure as well as opportunities for inspirational celebrations of student success in the face of adversity. Administrators also can provide mentoring opportunities which are particularly important for new teachers since inexperience in the field is another risk factor for secondary traumatic stress.

Conclusion The rates of trauma experienced by our students in middle schools, along with the risks associated with sec- ondary traumatic stress for adults that work with them

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means that middle schools can no longer afford to be without trauma-informed information and practices.

The rates of trauma experienced by our students in middle schools, along with the risks associated with secondary traumatic stress for adults that work with them means that middle schools can no longer afford to be without trauma-informed information and practices.

Furthermore, these practices, delivered across the school by adults in different roles, need to be coordinated and comprehensive (Chafouleas et al., 2016). SCs are posi- tioned perfectly in schools to lead the charge on trauma- informed care. They play a key role in ushering imple- mentation of a trauma-informed school and ensuring its’ long-term success. When middle schools pay particular attention to the Culture and Community characteristics out- lined in This We Believe (2010) and include intentional advocacy for positioning SCs to lead within schools, trauma-informed practices can provide much needed academic and emotional supports for students.

Funding This research was supported by the University of Louisville’s Cooperative Consortium for Transdisciplinary Social Justice Research. The Consortium is directed by the Anne Branden Institute for Social Justice Research and the Muhammad Ali Institute for Peace and Justice, in colla- boration with the Brandeis Laboratory for Citizenship, the Commonwealth Institute of Kentucky, and Health Sciences Center Office of Diversity and Inclusion.

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Penny B. Howell, Ed.D., is an associate professor in the Department of Middle and Secondary Education at the University of Louisville. Email: [email protected]

Shelley Thomas, Ed.D., is an associate professor in the Department of Middle and Secondary Education at the University of Louisville. Email: [email protected]

Damien Sweeney, Ed.D., is the Program Coordinator for Comprehensive School Counseling at the Kentucky Department of Education. Email: [email protected]

Judi Vanderhaar, Ph.D.,works in the Division of Student Success for the Kentucky Department of Education. Email: [email protected].

34 Middle School Journal September 2019

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