Description

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This call to action for educators examines how childhood trauma impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence indicates the central problems that underlie many behavioral and emotional obstacles to learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students' emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.

About the Author

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Gerald W. Neal currently serves as an associate professor in the Master of School Administration program at the University of North Carolina at Pembroke.