The A-Z of Trauma-Informed Teaching

Name: The A-Z of Trauma-Informed Teaching
SKU: 48-52742
Price: 19.99 GBP
Availability: InStock

£19.99

Strategies and Solutions to Help with Behaviour and Support for Children Aged 3-11

By Sarah Naish, Anne Oakley, Hannah O’Brien, Sair Penna & Daniel Thrower

SKU: 48-52742 Categories: Inclusion, Trauma Tag: JKP

“This is a remarkable achievement. Like Batman’s Utility belt for teachers. So many practical, wise, inspiring, and achievable ideas are packed in here. I can imagine this becoming as indispensable for teachers as Gray’s Anatomy is for doctors…” – Stephen Fry

“If you want a book to assist with your work with traumatised children, choose this one. It is the best!” – Professor Peter Fonagy OBE, Chief Executive, Anna Freud National Centre for Children & Families

“Humane and grounded in science, this book could change lives.” – Sir Norman Lamb, Chair of Maudsley NHS and Children and Young People’s Mental Health Coalition

What does trauma-informed teaching really look like in the classroom, and can we really achieve it?

Maybe you, like many other teachers, will reach the end of a busy day feeling exhausted, deskilled and less than keen to dive into a book on the theory of trauma. Luckily you won’t find any complex theory or jargon in this book, but you will gain an understanding of how small humans develop, how perplexing behaviours can be explained and learn inclusive strategies that will help all children in your classroom and school. Part 1 provides you with an explanation of what trauma-informed teaching involves. Then, Part 2 lists an A-Z of issues and behaviours for you to flip to in your busiest moments, ranging from Aggression and Lateness right through to Learning Challenges and Zzz (sleep issues).

Gain new understanding into the children in your classroom with this book offering you strategies to better support every child’s mental health and resilience.

Pages: 352
228 x 152mm
ISBN: 9781839972058

Press Reviews

Professor Peter Fonagy, OBE, Chief Executive, Anna Freud National Centre for Children & Families

If you want a book to assist with your work with traumatised children, choose this one. It is the best! This is the most comprehensive, accurate, and practically valuable guide for managing children made vulnerable by adversity which all teachers should have. The authors provide a beautifully written, well laid out, accessible and accurate understanding of a highly complicated area and go on to identify all (yes all) the problems that can arise in an educational context with a child who experienced adversity and trauma and offer explanations and practical solutions to support their management. The book is a remarkable and invaluable resource for all those working with children, from senior clinician to professional support staff.
Helen Fearn, Primary Teacher, Adoptive Mum, Foster parent, Therapeutic Parenting Coach and Trainer

A must read for all teachers! The A-Z will empower and equip teachers to understand trauma and create the best possible environment for children to feel safe enough to learn.
Sir Norman Lamb, Chair of Maudsley NHS and Children and Young People’s Mental Health Coalition

At last, the ultimate, practical guide to understanding children and their behaviour. Humane and grounded in science, this book could change lives. Instead of punishing ‘naughty’ or ‘badly behaved’ children, teachers and others will get the tools to do their job, recognising the impact of trauma and other adversity, and enabling children to learn and to grow.
Stephen Fry, English actor and comedian

This is a remarkable achievement. Like Batman’s Utility belt for teachers. So many practical, wise, inspiring, and achievable ideas are packed in here. I can imagine this becoming as indispensable for teachers as Gray’s Anatomy is for doctors…
Naomi Edmund, adoptive parent and former school nurse

Every person working in a School needs to read this book! By demystifying complex behaviour, this book gives readers the confidence to question ‘School-shaped’ approaches and the tools to build relationships based on trust, which is the key to meeting the needs of children affected by trauma.
Nick Moss, headteacher, Minchinhampton Primary Academy

The authors’ hands on experience of developmental trauma means the book is written with a lot of heart and the advice therein has real integrity. It is also written with an understanding for the lot of teachers trying their best to accommodate ever more complex needs in their classrooms. The result is a refreshingly succinct, accessible, informative read – one that parents and teachers alike should find immensely useful.