17吃瓜网

Creating a Trauma Responsive Classroom, Short, Summer 2026

Course Description

Course Description:

Students who have experienced trauma or are currently experiencing chronic stress are heavily impacted. These events rewire their brain and we are seeing the results of this in our classrooms frequently. I’m sure we all can create lists of all the ways our students show us they are stressed or struggling with trauma recollections. This 6 week course will cover many ways that we can create a classroom environment that will support these students, allowing them to become their best selves. We will discuss our own bias’ when it comes to working with our students and ways to better our teaching styles. There is no magic wand or curriculum - just us and our understanding that learning does not come easy for all our students.

*Taking Ashley Short's course “Brain & Trauma” is not a prerequisite for this course, however, would be very helpful in applying newly learned information.

 Audience: All those working in a school setting who hold a Bachelor's Degree.

Course Goals & Objectives

Course Goals:

• Students will be able to define what trauma looks like in the classroom setting.
• Students will be able to list the 5 core components of a safe classroom environment.
• Students will be able to create a plan for their own classroom to be a safe learning space for any person who enters the space.

Course Objectives:

• Students will connect with their internal bias’ and acknowledge their areas of improvement.
• Students will focus on how to improve their classroom space (physically and emotionally) so that students are able to feel safe.
• Students will create a plan for their own self-care , both in the moment (911 plan) and also long-term.
• Students will dive into what connection looks like in their classroom and how to improve strategies to make sure every student feels welcome and safe.
• Students will be able to recite the 3 R’s of Regulation in order to ensure that students and adults in their classroom are consistently regulated and know what to do with their dysregulation.

Course Schedule

Course Schedule:

Week 1: Trauma

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)
• Virtual Meeting 1

Week 2: Connection

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)

Week 3: Environment

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)

Week 4: Internal Bias

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)

Week 5: Regulation

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)

Week 6: Self-Care

• Reading
• Reading Questions
• Journal Reflection
• Video Dissection
• Discussion (1 initial post & respond to at least 2 classmates)
• Virtual Meeting 2
• Final Project

Instructor

Ashley Short, M.A.Ed., has been teaching in a BRSU district program, serving students who struggle with emotional regulation due to trauma and/or chronic stress, since 2016. She has taken many courses and workshops with Dave Melnick and Alex Shevrin-Venet. In 2023 she completed her Trauma and Resilience Certificate through Wilmington University. She began teaching adults in her district through workshops. Helping teachers and students who are struggling with emotional regulation and trauma has become a deep passion and she is excited to share her knowledge with you.

Required Readings/Resources

Costs for required readings, if any, are not included in the course tuition.

with Joshua Stamper-. (2023, February 15). www.youtube.com. https://www.youtube.com/watch?v=fBgRs9TBU7Y

Cacciatore, G. (2021, March 17). | Harvard Graduate School of Education. www.gse.harvard.edu. https://www.gse.harvard.edu/ideas/usable-knowledge/21/03/teacher-student-relationships-matter

ChangingFacesUK. (2021, April 15). . Youtu.be. https://youtu.be/rdSFujnGZ6M?si=0h-HVqDTXKMt8Jj2

Chuter, C. (2020, January 13). . The Education Hub. https://theeducationhub.org.nz/self-regulation/

Citizen. (2021, June 27). . Youtu.be. https://youtu.be/i_qnyS6Lids?si=O-D0IBoAa_8-zyg8

Edutopia. (2020, October 16). . Youtu.be. https://youtu.be/Gv-_SxltpPY?si=IC0SyqWaEFmzH02D

Harvard University. (2011). . Project Implicit; Harvard. https://implicit.harvard.edu/implicit/takeatest.html

Horstman, F. (2020, June 21). . Youtu.be. https://youtu.be/FVxjuTkWQiE?si=f1mHKpR_S5rytRP1

Marco Learning. (2018, August 27). . Marco Learning; Marco Learning. https://marcolearning.com/teacher-bias-the-elephant-in-the-classroom/

Miller, C. (2025, June 25). . Child Mind Institute. https://childmind.org/article/how-trauma-affects-kids-school/

Miller, K., Flint Stipp, K., & Bazemore-Bertrand, S. (2022). . Teacher Development, 27(1), 1–20. https://doi.org/10.1080/13664530.2022.2146180

Picture Alternatives. (2019, November 12). . Youtu.be. https://youtu.be/ZWgVs4qj1ho?si=4ayC4iz0bK_0V3xE

S'cool Moves for Learning. (2024, July 12). . Youtu.be. https://youtu.be/6qr4x6s_75o?si=sKh3pWldGa_B9MkK

Souers, K., & Hall, P. A. (2016). Fostering resilient learners : strategies for creating a trauma-sensitive classroom. ASCD.

Souers, K., & Hall, P. A. (2019). Relationship, responsibility, and regulation : trauma-invested practices for fostering resilient learners. Ascd.

Terada, Y., & Merrill, S. (2023, November 2). . Edutopia. https://www.edutopia.org/article/the-science-of-classroom-design/

ThinkTVPBS. (2023a, August 29). . Youtu.be. https://youtu.be/yhxxZWJNhhQ?si=rMIg5Q_bIuyvEX7j

ThinkTVPBS. (2023b, August 29). . Youtu.be. https://youtu.be/dXyO0Q6-TL4?si=-NZoNmph_A53vW1c

For additional course information

Ashley Short

(413) 441-9104

For additional registration information

Center for Schools Team
(802) 468-1325

Register now!