• Manage classroom dynamics to foster a positive and supportive learning environment that promotes resilience;
• Create a safe space for learners to learn and grow through resilience-building practices;
• Strategically tackle issues within the family, school and communities which have an adverse effect on resilience;
• Use reflective practice to challenge and work upon one’s own attitude to trauma and resilience;
• Propose changes to classroom strategies, pedagogies, syllabi and curricula to foster resilience through collective efforts within the whole school.

• Critically analyse the methods for identifying traumatised student and evaluate theoretical frameworks associated with resilience in schools;
• Contextually describe the impact trauma has on the students, classroom dynamics, educator-student relationships, and the group in general;
• Critically evaluate practices that hinder or encourage resilience in students;
• Identify the elements within the family, schools and community the student lives that hinders resilience;
• Understand the impact of anxiety, bullying and other significant issues on students’ wellbeing and their relationships with themselves, their peers and society in general.

• Handle behavioural and educational issues associated with trauma using evidence-based strategies to support student wellbeing.;
• Critically adapt and use assessment tools to evaluate the classroom environment and inform interventions that foster resilience;
• Comprehend, handle and adjust to the needs of a traumatised student, creating a supportive and inclusive learning experience;
• Apply different theories to create opportunities for students to develop resilience, risk-taking, and coping skills in various situations;
• Reflect on personal biases and their impact on oneself, the interactions with students, and the overall classroom climate.

This module will be assessed through: Presentation; Assignment.

Core Reading List

1. Kaufman, T. (2024). Overcoming the school trauma cycle: Academic and emotional supports for struggling learners. Corwin.
2. Robertson, R., Romero, V. & Warner, A. (2018). Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach. Corwin.
3. Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452. https://doi.org/10.3102/0091732X18821123
4. Wiest-Stevenson, C., & Lee, C. (2016). Trauma-informed schools. Journal of Evidence-Informed Social Work, 13(5), 498-503. https://doi.org/10.1080/23761407.2016.1166855

Supplementary Reading List

1. ACEs (Adverse Childhood Experiences) Aware. Trauma-Informed Education Resources. https://www.acesaware.org/
2. Cefai, C. & Spiteri R. (2020). Resilience in Schools: Research and Practice. Centre for Resilience and Socio-Emotional Health, University of Malta.
3. Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial.School Psychology Quarterly, 28(4), 374–390.