Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

Addressing the needs of the whole child (competency, relationships, self regulation and health/well being) in a trauma sensitive manner requires a three pronged approach, trauma sensitive whole school and classroom practices as well as trauma sensitive individual student supports.

The LIfTS team and research lab seek to better understand the essential components of a trauma sensitive school, the interception of trauma and racism, the trauma to prison pipeline, and developing healing and resilient learning environments.