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Equipping Resilient Classrooms
Begin here!
Welcome!
College Credit Information
Navigating this course
When a School Says Yes
Year 1 - The Referral Room
Year 1 - The Kid Who Was Always In Trouble
Year 2 - The Meeting That Changed Everything
Year 2 - The School That Learned to Breathe
When Educators Heal Toxic Stress
The Trauma-Informed Continuum
Overview: Understanding the Paradigm Shift in Behavior, Learning, and Adult Response
Lesson 1: Trauma-Unaware Practice – Interpreting Behavior at the Surface
Lesson 2: Trauma-Aware Practice – “Maybe Something Else Is Going On”
Lesson 3: Trauma-Sensitive Practice – Seeing Behavior Through a New Lens
Lesson 4: Trauma-Responsive Practice – Responding With Intention
Lesson 5: Trauma-Informed Practice – Embedding Safety Into Systems
The Paradigm Shift at a Glance +Poster!
Knowledge Check: The Trauma-Informed Continuum
ACE Study with Quiz
What and Why ACEs?
From Health Outcomes to Education
Reflection, Key Takeaway, & Next Step
Knowledge Check: Understanding the ACE Study
Toxic Stress
Understanding Toxic Stress – Why Nervous Systems and Environments Matter
The Three Types of Stress
The Core Anatomy of Toxic Stress
Chronic Stress Response Activation and Why this Matters in Schools
Knowledge Check: Understanding Toxic Stress
From Stress to Joy: Sustaining the Regulated Educator
Moving From Self-Care to Co-Care
Introducing Co-Care
Co-Care in Practice – Individual and Team Strategies
Leader-Supported Co-Care (a Brief Note)
Reflection & Key Takeaway
JOY: a Foundational Strategy
Why Joy Belongs in Trauma-Informed Work
Important Distinction: Joy vs. Toxic Positivity
Co-Care Joy Practices (Individual & Team)
Reflection & Key Takeaway
Five Practical Joy Strategies for Stress Reduction and Neural Health
Unit 1 Synopsis: From Trauma-Informed Awareness to Resilient, Regulated Practice
Review up to this point
Unit 2 Synopsis & Preview: Building Resilience
Where we're going from here out
Resilience Science and What We Now Know
A Brief History of Resilience Science: From Observation to Modern Understanding
Why This History Matters for Educators
What Is Resilience—Really?
Where the Science of Resilience Comes From
Brain Plasticity and Ongoing Development
The Most Powerful Protective Factor
Educators as Relational Brain Builders
The Brain Roadmap—From Survival to Learning
How Resilience Is Built in the Classroom
Knowlege check: The Science of Resilience
Positive Childhood Experiences (PCEs): The “Other Side” of Resilience
What are PCEs?
Why PCEs Matter: The Science
Why This Is More Applicable for Educators
PCEs: The Research
Crisis and the Crisis Cycle
The Science Behind the Crisis Cycle
The Crisis Cycle: Stages and Educator Considerations
Educator Responses DURING the Crisis Cycle
The Physiology and Timing of the Crisis Cycle
The Physiological Stress Response
Why (and How) Adults Often Escalate the Cycle
Supporting Students Across the Crisis Cycle: Prevention, Intervention, and Post-Vention
Phase 1: Prevention (Calm → Trigger)
Phase 2: Early Intervention (Agitation → Acceleration)
Phase 3: Crisis Intervention (Peak)
Phase 4: Post-Vention (De-escalation → Post-Crisis Depletion → Recovery)
Teaching Kids the Language of Regulation
Crisis Cycle & Trauma-Informed Response Research
Crisis Cycle Supports by Grade Level (similar info, different form)
Prevention
Intervention
Postvention
Closing Reflection
Unit 3 Synopsis: The Hardest Hill We Climb is Punishment vs. Discipline
Punishment vs. Discipline, the basics
Punishment vs Discipline
The WHAT — Shared Definitions and Core Anatomy
The WHY — Trauma-Informed Discipline and the Cost of Punishment
The HOW — Using Consequences Without Causing Harm
Summary and Takeaway
When Kids Have Big Feelings
High School Story: "The Hallway After Third Period”
Middle School Story: “Circle After Lunch”
Fourth Grade Story: “The Recess Problem”
Kindergarten Story: "When Max's Body Got Too Big"
"If Not Punishment, Then What?" Restorative Practices: Your next step
An Introduction to Restorative Practices
Restorative Practices Are Discipline
Research Bibliography: Punishment, Discipline, and Restorative Practices
Research Bibliography: Punishment, Discipline, and Restorative Practices
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Lesson 4: Trauma-Responsive Practice – Responding With Intention
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