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Course Title

Advancing Trauma-Informed Care Practices: Building Resilient Classrooms in Schools

previously named:

Implementing a Trauma Informed School Program

Course Number

ISCA 304

Course Overview

This course is an advanced professional learning course designed to build on the foundational knowledge acquired in our initial trauma-awareness training. This course delves deeper into creating a comprehensive, trauma-informed school environment by focusing on six specific areas essential for fostering resilience and safety in educational settings.

Participants will learn strategies to:

  • Create Physically and Emotionally Safe Spaces: Understand the principles of safety in classroom design, school policies, and daily interactions that reassure and protect all school members.
  • Enhance Emotional Intelligence and Support: Develop skills to increase emotional awareness, regulation, and support among staff and students, creating a supportive atmosphere conducive to learning and growth.
  • Foster Connected Relationships: Techniques for building strong, healthy relationships between educators, students, and the school community, which are vital for a supportive educational environment.
  • Implement Supportive Teaching Practices: Explore teaching methods and curricular adjustments that accommodate the varied learning needs of students impacted by trauma.
  • Engage in Proactive Leadership: Learn how to lead with a trauma-informed approach, including policy development, staff training, and community engagement to ensure a cohesive and supportive school culture.
  • Assess and Adapt: Tools for continuously assessing the effectiveness of trauma-informed practices and making necessary adjustments to meet the evolving needs of the school community.

This course equips educators, counselors, and administrators with the tools and knowledge to transform their schools into resilient, supportive, and inclusive environments where all students can thrive.

Through practical examples, interactive workshops, and expert guidance, participants will leave with a clear blueprint for implementing a trauma-informed program across their entire school campus.

• SE:A1:2 Identify and express feelings and emotions

• SE:A1:3 Develop self-awareness and self-management skills essential for mental health

• SE:A1:4 Take action (individually or with support) to positively impact one's own mental health

• SE:A1:5 Describe the relationship between feelings and behavior

• SE:A1:6 Develop healthy ways to identify, express, and respond to one's emotions

• SE:A1:11 Identify strategies to cope with loss and grief

• SE:A1:13 Identify the signs of stress and use techniques for reducing stress

• SE:A2:4 Engage with opposing viewpoints in a respectful manner

• SE:A2:6 Differentiate between situations requiring

• SE:A2:5 Demonstrate effective conflict resolution skills

• SE:C1:10 Identify trusted adults in the school and community, and know how, when, and where to ask for help for self and others

ASCA Ethical Standards (2016)

B.2. Responsibilities to the School counselors:

a. Develop and maintain professional relationships and systems of communication with faculty, staff and administrators to support students.
b. Design and deliver comprehensive school counseling programs that are integral to the school’s academic mission; driven by student data; based on standards for academic, career and social/emotional development; and promote and enhance the learning process for all students.

ASCA Professional Standards and Competencies

B-PF 6. Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities

a. Demonstrate basic knowledge and respect of differences in customs, communications, traditions, values and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectual ability and other factors

b. Explain how students’ cultural, social and economic background may affect their academic achievement, behavior, relationships and overall performance in school

Intended Audience

This course is suitable for all school counselors and administrators

Essential Questions

How have the adverse experiences of my students over the last year and a half impacted their social and emotional development?

How have the adverse experiences of the adults on staff impacted their ability to perform at work and connect with students in meaningful ways?



Participants will have knowledge about:

Participants will be able to:

  • Principles of Trauma-Informed Environments: Understanding the core principles that define physically and emotionally safe spaces within schools.
  • Emotional Intelligence in Education: Learning the importance and impact of emotional intelligence in fostering a supportive learning environment.
  • Relationship Building: Insight into the significance of nurturing strong, healthy relationships within the school community.
  • Trauma-Informed Teaching Methods: Knowledge of specific teaching practices that support the learning of students who have experienced trauma.
  • Leadership in Trauma-Informed Schools: Understanding the role of proactive leadership in implementing and sustaining trauma-informed policies and practices.

  • Designing Safe Spaces: Skills in creating and maintaining physical and emotional safety in school settings.
  • Enhancing Emotional Support: Ability to implement strategies that increase emotional support and intelligence among students and staff.
  • Building and Maintaining Relationships: Skills in fostering and maintaining effective and supportive relationships within the school community.
  • Adapting Teaching Practices: Capability to adapt teaching methods to be more inclusive and supportive of students with trauma histories.
  • Evaluating and Adjusting School Policies: Proficiency in assessing the effectiveness of trauma-informed practices and making iterative improvements to enhance school policies and environment.

About the Facilitator

Janice Holland, a leading force in mental health, is a Licensed Professional Counselor Supervisor in Texas and a certified Trauma Model Therapist through The Ross Institute. With a history of being a school counselor for 11 years, both in the US and internationally, Janice brings a wealth of experience to her roles. Formerly based in Dallas, she owned a thriving private practice specializing in the emotional impact and treatment of trauma before embarking on a journey as a global ambassador for mental health. She currently resides in Shanghai, China.

Janice finds fulfillment in aiding those with extreme childhood trauma on their path to healing, but her true passion lies in empowering fellow therapists, counselors, and healers. With a profound understanding of how adverse life experiences affect us, Janice dedicates herself to training professionals internationally. Join her in the mission to create a trauma-informed world—one where healing and freedom become accessible to all.

Dates and times of offerings

February 18, 2025 - 9:00AM to 12:00AM UTC

February 25, 2025 - 9:00AM to 12:00AM UTC

March 04, 2025 - 9:00AM to 12:00AM UTC

Contact hours

9 hour course

Time commitment between sessions

1-2 hours of reading. More if they would like to start developing curriculum

Required Resource(s)

Souers, K., & Hall, P. (2016). Fostering resilient learners (1st ed.). ASCD

Approximately $30 per book -- Purchase from www.bookdepository.com or www.amazon.com.




Anodea, J. (2011). Eastern body, western mind. Ten Speed

Press.Judith, A. (1993). The sevenfold journey. Crossing Press.

Levine, P. (1997). Waking the tiger. North Atlantic Books.

Matsakis, A. (1998). Trust after trauma. New Harbinger Publications.

Souers, K., & Hall, P. (2016). Fostering resilient learners (1st ed.). ASCD.

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