CARE CORE is CARE Classroom’s research-based framework for developing a trauma-informed framework or model for a school. There are six core themes, principles, and elements:
COLLABORATION
According to Moran (2009), collaboration is an element of professional orientation in school leaders that builds trust from teachers and the public. Collaboration also boosts the performance of underperforming teachers and brings them “into alignment with professional standards (Moran, 2009, p. 230). Collaboration also provides assistance and support in areas such as mental health, where educators or families may not be proficient. The Flexible Framework outlines the role of mental health professionals and how they can provide assistance to schools (Cole et al., 2013).
EMOTIONAL WELLNESS FOR STUDENTS AND STAFF
Trauma-informed approaches to education address the emotional needs of students subjected to trauma and the effects of vicarious or secondary traumatic stress on educators. Students are taught strategies to identify, label, and regulate their emotions, while educators are taught strategies to mitigate the physical and emotional effects of working in a helping profession. Creating a safe physical environment is also attributed to enhancing emotional wellness.
TRAUMA-INFORMED LENS FOR DISCIPLINE
Developing a trauma-informed lens regarding discipline requires teachers to question their belief systems and work to embody dispositions and attitudes related to trauma-informed care. This will require an understanding of the effects of trauma on behavior and the ability to learn. Trauma-informed schools may require revision of discipline policies and development of academic and nonacademic programs that incorporate choice for students.
PROFESSIONAL DEVELOPMENT
Trauma-informed approaches to education call for professional development in the types of trauma, the identification of trauma, and methods for addressing trauma. Professional development in trauma-informed models and frameworks requires staff to fully understand how trauma affects the development of children and their learning. Professional development programs prepare teachers to implement the academic and nonacademic trauma-informed approaches, as well as self-care and emotional wellness principles.
CULTURAL COMPETENCE AND RESPONSIVENESS
Wolpow et al. (2011) identifies a focus on culture and climate in the school and community as the first principle of Ten Principles of a Compassionate School. Culturally responsive education is linked to increased engagement and improved teacher-student relationships (Aronson & Laughter, 2016; Copenhaver, 2009; Nykiel-Herbert, 2010). In a trauma-informed approach, culturally responsive and competent academic and nonacademic programs create opportunities for students to develop a self-identity and self-concept through academic engagement.
EMPHASIS ON STUDENT-TEACHER RELATIONSHIPS
At the core of trauma-informed approaches to education is a notion that relationships between teachers and students can be healing. Educators in trauma-informed or sensitive schools foster positive relationships with students and families. Students who are subjected to trauma may exhibit behaviors that foster challenging behaviors with teachers (Murray & Greenburg, 2001). Trauma informed schools emphasize the effect of positive relationships and the need for interventions to foster such relationships.
COLLABORATION
According to Moran (2009), collaboration is an element of professional orientation in school leaders that builds trust from teachers and the public. Collaboration also boosts the performance of underperforming teachers and brings them “into alignment with professional standards (Moran, 2009, p. 230). Collaboration also provides assistance and support in areas such as mental health, where educators or families may not be proficient. The Flexible Framework outlines the role of mental health professionals and how they can provide assistance to schools (Cole et al., 2013).
EMOTIONAL WELLNESS FOR STUDENTS AND STAFF
Trauma-informed approaches to education address the emotional needs of students subjected to trauma and the effects of vicarious or secondary traumatic stress on educators. Students are taught strategies to identify, label, and regulate their emotions, while educators are taught strategies to mitigate the physical and emotional effects of working in a helping profession. Creating a safe physical environment is also attributed to enhancing emotional wellness.
TRAUMA-INFORMED LENS FOR DISCIPLINE
Developing a trauma-informed lens regarding discipline requires teachers to question their belief systems and work to embody dispositions and attitudes related to trauma-informed care. This will require an understanding of the effects of trauma on behavior and the ability to learn. Trauma-informed schools may require revision of discipline policies and development of academic and nonacademic programs that incorporate choice for students.
PROFESSIONAL DEVELOPMENT
Trauma-informed approaches to education call for professional development in the types of trauma, the identification of trauma, and methods for addressing trauma. Professional development in trauma-informed models and frameworks requires staff to fully understand how trauma affects the development of children and their learning. Professional development programs prepare teachers to implement the academic and nonacademic trauma-informed approaches, as well as self-care and emotional wellness principles.
CULTURAL COMPETENCE AND RESPONSIVENESS
Wolpow et al. (2011) identifies a focus on culture and climate in the school and community as the first principle of Ten Principles of a Compassionate School. Culturally responsive education is linked to increased engagement and improved teacher-student relationships (Aronson & Laughter, 2016; Copenhaver, 2009; Nykiel-Herbert, 2010). In a trauma-informed approach, culturally responsive and competent academic and nonacademic programs create opportunities for students to develop a self-identity and self-concept through academic engagement.
EMPHASIS ON STUDENT-TEACHER RELATIONSHIPS
At the core of trauma-informed approaches to education is a notion that relationships between teachers and students can be healing. Educators in trauma-informed or sensitive schools foster positive relationships with students and families. Students who are subjected to trauma may exhibit behaviors that foster challenging behaviors with teachers (Murray & Greenburg, 2001). Trauma informed schools emphasize the effect of positive relationships and the need for interventions to foster such relationships.