Culture Change for Inclusive, Trauma-Sensitive Schools
A whole school process includes the community, families, students, all staff, and administrators.
“Inclusive and trauma-sensitive practices provide students with a sense of safety, connection, and support that fosters a culture where students feel valued, and staff feel empowered. ”
As schools in the United States grapple with the realities of post-pandemic stress and persistent inequities, some are taking bold steps toward becoming more inclusive and trauma-sensitive learning environments. This conference paper examines how three schools are actively transforming their cultures to promote inclusion, trauma-sensitivity, and a sense of connection for both students and teachers. Through participatory practices that elevate student voice and affirm teacher agency, school leaders are catalyzing systemic change rooted in belonging and shared purpose. Using data from in-depth mixed-methods case studies, we identify leadership strategies that disrupt traditional hierarchies, foster psychological safety, and co-create inclusive learning environments. Through analysis of leadership practices, vision setting, and collaborative action, we uncover how these schools are shifting from compliance-oriented cultures to ones rooted in care, justice, and equity. We offer a framework for school leaders to build trust, share power, and lead with empathy, illustrating
Strategies for School Culture Change
Success planning (individual, classroom, whole school interventions)
Student/Staff Connection: School wide exercise-Put each student name on a yellow post it note on a large white board. Staff remove names of students they feel connected to-How do we connect with those who are left on the board
Red Envelope: Communication process to alert staff that a student has something significant going on but does not share any details-Shared information is student first name and last initial, name of person with information in school-Sent to all staff who will interact with student
Self-Monitor in hallway: Students and staff use the “peace” and “quiet” signs-non verbal
Universal pass: Student to office or location when feeling agitated-student initiated
Stoplight pass
Color connotes level of agitation
Social/emotional curriculum integrated into school
School based crisis plan and teams
Substitute prep/buddy teacher for coverage-Consistency
Interest Survey/What do students like to do-Have a skill at doing/Supports connection
Chill out room/Calming and potential for skill development
Lunch/quiet room
How to play: Games for playground as well as how to respond when win or lose
Map school hot spots-Brain storm as to why happening there and work to find solutions
Staff “blue book” for positives-Staff carry a journal and note student positives as happen and share with others as appropriate
Contact adult
Each child has at least 1 adult they know and can access
Inter-grade transition form (Hancock)-Key student info for next year’s teacher
Teachers exchange info with next year’s teacher about students
Whole child plus “family relationships”
Community survey to school staff-Measuring components and perceived quality of school community
Kitchen table/Home work club-Before or after school gathering to complete homework while teaching study skills/Kitchen table provides a snack and casual conversation between students and staff
Quiet room for lunch
Working together as a staff
Cross functional/grade level work groups at staff meetings-Get to know a wider range of fellow staff;
Staff bulletin Board: Picture of each staff person with basic info and a relevant interesting fact (languages spoken, recent adventure, etc)
Agree on common school wide practices-Greetings with students (as enter room or in hall way), transition processes, using signs to reinforce “Peace and Quiet “ in public spaces
Address the needs of our frequent flyer students
What is our Social Skills curriculum? (Zones of Regulation, Social Thinking, Think Kids, Second Step, Open Circle, other)
Expand staff connections with the students
Safe place
Chill or peace Zone