Evidence-based Practices for Addressing Chronic Stress in High-Crime Communities
The Trauma Responsive Educational Practices (TREP) Project was launched in 2016 by leading educators at The University of Chicago with a policy brief on the educational consequences of the chronic toxic stress of living in high-crime communities. The TREP Project works to develop the individual and organizational capacity of educators and schools serving children growing up in neighborhoods that have high levels of toxic stress, such as violent crime, concentrated poverty, concentrated foster care involvement, and housing instability. Educators can join the project’s virtual learning community to become a partner educator and receive policy and practice briefs that will increase their understanding of how traumatic experiences undermine students’ neurobiological development in ways that affect classroom functioning, as well as their ability to proactively intervene using evidence-based trauma responsive educational practices.
It has been over a year since the COVID-19 pandemic shut-down school districts nationwide. The U.S. shifted into a state of loss and then grief. Loss of what we thought was stable including income, job security, and daily routines. Loss of over a year’s worth of social plans we had for ourselves including graduation parties, family reunions, and weddings. Plans have been put on hold repeatedly and hearts have felt the heaviness of disappointment non-stop.
The Second Step Elementary digital program offers a research-based approach to social–emotional learning (SEL) that allows for consistency from classroom to classroom and easily scales across schools and districts.
For the third consecutive school year, the rhythms of our schools are being disrupted by a global pandemic that has laid bare existing inequities across almost every relevant metric. On September 22, 2021,educators can join a gathering of Harvard University education experts to surface key challenges and concerns—and concrete ideas for addressing them.