This first volume of Special Issues: Trauma-Informed Teaching gathers some of the most compelling and practical recent articles across NCTE journals, addressing the importance of trauma-informed teaching and its recent developments in the field.
We live in a time that requires attention to trauma. Educators and students are learning how to move forward in this precarious time, which in many ways has amplified preexisting health, racial, economic, and educational inequalities. The pandemic has shaped us in ways we have yet to understand fully, but we know we must adapt and heal together. It is imperative that K-College educators not only consider trauma-informed teaching, but also healing-centered teaching practices. As we think through ways to support the most harmed people in our teaching and learning communities, we will move closer to a more equitable and just healing-centered profession.
Editor Sakeena Everett has curated this collection to show how to help K-College teachers integrate the most up-to-date approaches to trauma-informed teaching into their classroom environments. In this volume, you will find valuable insights, diverse perspectives, innovative and exciting pedagogies, as well as thought-provoking research methodologies that engage micro- and macro-level supports you need to get started today.
About the Special Issue series:
Most teachers and students across the country are grappling with several important issues. We hear from many educators who are looking for compelling and engaging approaches racial literacy, critical media literacy, and trauma-informed teaching.
NCTE is responding to these needs with Special Issues, a series of books designed to directly address these pressing topics in K-12 and college classrooms today. The first volumes collect content on these topics from across all of NCTE's journals in one place, to make the most relevant material accessible and practical.
Edited by expert practitioners in the field, each volume contains teaching tips to help implement these approaches in classrooms.
