Two Interconnecting Puzzle Pieces: Trauma-Informed Approach and Restorative Justice

24 May 2017
Youth Today

In a recent piece published by Youth Today, readers gain the opportunity to learn about the "It's About T.I.M.E (Trauma Informed Movement in Education) at the Guidance Center, which works in collaboration with the Long Beach Unified School District. The California Conference for Equality and Justice had established restorative justice practices throughout different schools, five years ago. It is evident and known that much of today's youth are fronting stress and problematic endeavors, therefore this phenomena is increasingly becoming known to society. It's imperative to note how the long term affects for such experiences prompt restructuring in victim's conscious minds, preventing proper functioning, and this becomes exemplified through short attention spans, impulsive behavior, disobedience, and other similar acts. On a lighter note, it is proven through particular studies, that a single healthy relationship with an adult can allow for the youth's brain to recover from such trauma. The Neurosequential Model in Education pertaining to the Child Trauma Academy, emphasizes on two pillars may be incorporated into educational facilities and throughout the community: 1.) The establishment of trust in relationships between children and trusted adults and 2.) The provision of appropriate sensory regulating activities for managing stress.

Through this particular application of this technique, educators and fellow staff will be able to perceive behavioral problematic occurrences of children and youth through a more informed perspective, and will therefore be able to respond in a more humanistic fashion with love and compassion in such occurrences, ultimately strengthening the emotional wellbeing of students, thus contributing to the betterment in their academic activities.

A range of activities may be utilized within the classroom to contribute to the improvement of the emotional state of children, such as walking, playing with play-doh, stretching, and other activities. With the use of these practices, children will develop practices that may be useful in the future, and will further enable them to engage in the general public.

Evidence to supplement these claims stem from the Long Beach Unified School District, where suspensions dramatically lowered by 74% while classroom attendance increased by 10% in the first semester. In addition to these impressive numbers, a survey completed by students had underlined that most children identified their school as a source of support and inclusion. Furthermore, 91% of 103 students who partaken in the survey, claimed of having at least one staff member in who they can positively interact with

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