This first course of the certificate examines the impact of traumatic experience on student learning (academic, social, and emotional) and provides a structured approach to individual and school wide interventions. The biological, environmental, and sociocultural aspects of traumatic experience will be presented, and participants will analyze the effects of their work with students impacted by trauma on their own well-being (secondary trauma)

Full participation is required in order to take a course and earn three-graduate credits.

The second course of the series explores how trauma affects self-regulation, social skills and a child’s sense of health and wellbeing, along with interfering with more traditional academic skills that require language, memory, and executive function. This course will address ways to promote these non-academic and academic competencies for students impacted by trauma, including which competencies can be incorporated into the learning flow (as they benefit all children) and which are best taught with an individual support plan.

Full participation is required in order to take a course and earn three-graduate credits.

This third course is designed to expand knowledge of trauma, its impacts, and the process for building trauma sensitive environments through examination of the underlying change theory, processes, and tools needed to establish trauma sensitivity. Participants demonstrate their understanding by either developing a plan for guiding the creation of a trauma-sensitive school or conducting research grounded in trauma-informed inquiry.

Full participation is required in order to take a course and earn three-graduate credits.

In this last course of the certificate series, students demonstrate their understanding of the attributes of trauma-sensitivity by working together to design and conduct research that assesses the outcomes of efforts to improve trauma-sensitivity in classrooms, schools, or other learning environments

Full participation is required in order to take a course and earn three-graduate credits.

This course is best taken after you have a general understanding of the impact of trauma on learning. Participants will explore the intersection of race, equity, and trauma in hope of creating safe, supportive, and trauma sensitive environments. Educators working with students who experience systemic racism and inequities have additional Adverse Childhood Experiences, raising their risk for related learning impacts. Participants will study impacts of systemic racism, implicit biases, and micro-aggressions, to develop action plans and support whole school inclusive communities for every child to connect and thrive.

Full participation is required in order to take a course and earn three-graduate credits.