Fall 2020 Guidance
In response to COVID-19, university courses and operations remain predominantly online for fall.

A growing body of research confirms what educators have long believed: for children to thrive and develop into whole persons, schools must be places of physical safety and emotional support. Lesley University is committed to the development of educators who understand the relationship between trauma and learning, and to the cultivation of safe and supportive classrooms where children feel seen, heard, and understood. In such a classroom environment, a child is free to take emotional and cognitive risks, while they experience uninhibited, the joy of discovery and learning.

To advance the development of trauma sensitive environments, the Lesley Institute for Trauma Sensitivity (LIFTS) in collaboration with Massachusetts Advocates for Children’s Trauma and Learning Policy Initiative (MAC/TLPI), works directly with school districts to help educators understand the dynamics of acute and chronic trauma, its adverse effects on learning, and how trauma sensitive schools can benefit all children. LIFTS is directed by Dr. Sal Terrasi.

Read an April 2020 MAC/TLPI article: Trauma-Sensitive Remote Learning: Keeping Connections Strong.

classroom of elementary students sitting around a table

In our work with a diverse group of over a dozen school districts, we have witnessed remarkable outcomes that include fewer office referrals, fewer suspensions, stronger classroom communities, and better support networks for educators.

Lesley's Institute for Trauma Sensitivity is supported by the Oak Foundation. The Oak Foundation commits its resources to address issues of global social and environmental concern, particularly those that have a major impact on the lives of the disadvantaged.

Join us October 9, 2020 for our Institute for Trauma Sensitivity.


The following four courses comprise a graduate certificate program in Trauma and Learning. Individual courses may also be taken for graduate level credit. If you are interested in any of these offerings, contact us at spedcenter@lesley.edu.

  • The Impact of Trauma on Learning: An Overview

    This course examines the impact of traumatic experience on student learning (both academic and social / emotional) and provides a structured approach to individual and school wide interventions. The biological, environmental, and sociocultural aspects of traumatic experience will be presented, and participants will analyze the effects of their work with students impacted by trauma on their own well being (secondary trauma). 

  • The Impact of Trauma on Learning: Classroom and Student Supports

    Trauma affects self regulation, social skills and a child’s sense of health and well being, along with interfering with more traditional academic skills that require language, memory and executive function. This course will address ways to promote these non-academic and academic competencies for students impacted by trauma, including which competencies can be incorporated into the learning flow (as they benefit all children) and which are best taught with an individual support plan.

  • The Impact of Trauma on Learning: Creating Trauma-Sensitive Schools

    This course is designed to expand knowledge of trauma, its impacts, and the process for building trauma sensitive environments through examination of the underlying change theory, processes, and tools needed to establish trauma sensitivity. Participants demonstrate their understanding by either developing a plan for guiding the creation of a trauma-sensitive school or conducting research grounded in trauma-informed inquiry.

  • The Impact of Trauma on Learning: Action Research and Seminar

    Students demonstrate their understanding of the attributes of trauma-sensitivity by working together to design and conduct research that assesses the outcomes of efforts to improve trauma-sensitivity in classrooms, schools, or other learning environments.


  • Practices for Building Trauma Sensitivity

    Using the Flexible Framework from Helping Traumatized Children Learn as their guide, educators enrolled in Lesley University’s trauma courses have recommended the following practices:

    Identify and share interests.

    Discovering children’s interests can be key to building a relationship with them, especially if they feel less confident or successful or engaged in school. To assist in this process, ask everyone in the school (students, teachers, administrators, and staff) to fill in a visual representation (e.g., 2 intersecting circles) with his or her interests. Then post them for all to see.

    Use a morning meeting to create a predictable and consistent environment for learning.

    Predictability and consistency can help all children to learn, but are especially important for those who have experienced trauma. Morning meeting times provide students with a clear and consistent start to their day, and when the meeting time is used to preview the day’s events and activities, surprises are minimized and transitions are easier.

    Create a classroom “calming area."

    High levels of arousal can make it difficult for anyone to learn. But traumatized children are not always able to recognize or say when they are having this experience. By making a space in your classroom for every child to go to when they feel hyperaroused, anxious or vulnerable, you are providing children with the opportunity to learn how to identify these feelings and to better regulate them.

    Use a “hot spot” map to ensure safety.

    Physical and psychological safety is a cornerstone of a trauma-sensitive school. To promote safety, create a “hot spot” map to identify areas in and around the school for troublesome behavior. Make those areas known to administrators, teachers, and staff. Develop plans for making these areas safe. Monitor success in implementing your plans.

    Plan and set priorities for improvement.

    Developing trauma sensitivity requires assessing a school’s strengths and identifying areas where teachers and staff see needs. Teams enrolled in Lesley University’s courses on trauma have found it helpful to use a tool developed by Lesley’s Center for Special Education and the Trauma and Learning Policy Initiative of Massachusetts Advocates for Children and the Legal Services Center of Harvard Law School.

  • Publications by Massachusetts Advocates for Children

    Two volumes by the Trauma and Learning Policy Initiative: 

    Helping Traumatized Children Learn, Volumes I and II.

    April 2020 article:

    Trauma-Sensitive Remote Learning: Keeping Connections Strong.

  • Tools for Assessing Your Own School

    Trauma-Sensitive Schools Checklist [PDF]

    Online Survey
    Do discipline policies balance accountability with an understanding of trauma? Are activities structured in predictable and emotionally safe ways? Does your school contain predictable and safe environments (including classrooms, hallways, playground, and school bus) that are attentive to transitions and sensory needs? Take this survey, and then print it out to refer to as you think about more ways to make your school trauma sensitive.

  • Resilient Educators in Times of Crisis: A Note from LIFTS

    Are you experiencing signs of trauma or high anxiety in light of our pandemic health scare? Educators have an important role in times of student, school, and community challenges. As teachers we habitually care for others even at our own expense.

    The Lesley Institute for Trauma Sensitivity seeks to support educators in developing safe, supportive, trauma sensitive learning environments.  So often we focus on our students and others in our schools and classrooms, forgetting the importance of self-care to sustain us.  So, this article is focused on you, the educator, in hopes we can encourage self-care in times of crisis.

    We are all aware of how high levels of stress affect our health, well-being, and ability to bring our best to the classroom. In the past few weeks we have experienced high levels of stress from the uncertainty around the Corona Virus and the various response options presented.  How many cases are there, how exactly is it transmitted, what does pandemic mean, what are the symptoms, are we going to be OK?   And I am supposed to translate this in a way to keep my students and school/classroom safe. What can I do? I am so stressed out!

    The response to this question of “What do I do?” follows two complementary paths. First, remember you are not alone in your concerns and stress-look next door and talk to your colleagues, share concerns and generate answers to the questions you have within the context of your information and school. Reach out and be in the community-it is a real strength for all of us and often provides great ideas and an important sense of connection and belonging.  

    Second and most important, be deliberate about caring for yourself. Resilient teachers are able to bounce back from challenges and adapt in the face of adversity. Here are six tips to stay resilient:

    Stay Healthy: We start by sharing the obvious, wash your hands often. When we are anxious, we often binge on comfort foods and other vices but try to use moderation. You can foster wellness by trying to enjoy your meals by chewing slowly and savoring the taste.  Get enough sleep, drink water, breathe deeply, and exercise.

    Keep Calm: In our role as educators, we are responsible for the welfare of others in our care. If possible, after your workday let go and focus on yourself. The more in control you feel, the easier it is to keep calm during the school day and maintain compassionate relationships with colleagues, students, and parents. Deliberately slow your movements and your speech. And when in doubt, sing.

    Gain perspective: Although we have no control of the pandemic, we do have control of our response. Take deep breaths and take stock of what is in your locus of control. Practice gratitude by listing in your mind's eye all the people and things that you feel appreciative of. As much as possible stay present in the moment. Try not to ruminate or get trapped in ‘what if’ fears. Acknowledge feelings of the moment and ‘name them so you can tame them’ and know you are not alone in them.

    Quiet the mind: Use practices that work for you to quiet the mind. Some individuals practice meditation, mindfulness, yoga, or go for a vigorous run.  These practices even for a few minutes a day are effective in restoring hope, balancing our nervous system, and enhancing our immune system.

    Spend time in nature: There is a restorative power in nature. If possible, take a walk in a park, feel the rain or sunshine on your face, and notice the signs of spring. Forest bathing has been proven to support clear thinking and reduce anxiety.

    Spend time with loved ones: Connecting with others, even by telephone, releases pleasurable and protective neurotransmitters, like dopamine, to your brain. Cuddling your puppy or singing to a child will lower your blood pressure and increase positive feelings. The American Psychological Association names a primary factor to bolster resilience is having caring, trusting, and supportive relationships.

    View our team at the Lesley Institute for Trauma Sensitivity as part of your community support system. We have witnessed first-hand the incredible power of resilient educators and encourage educators everywhere to take care of yourselves so you can be there to support your students, colleagues and yourselves. Be well!

  • Compassion Fatigue: What to Do

    In Six Ways for Educators to Avoid Compassion Fatigue, we offer ideas for how not to become overwhelmed by your students' struggles. 

Where We've Been
A list of towns and districts in and outside of Massachusetts where we have offered LIFTS courses and workshops.
LIFTS courses have validated for me and our faculty how important it is to look at the whole child. The courses have helped us to move the conversation toward relationship-building in the school.
Ruby Maestas , Principal, Carver Elementary School, Carver, Massachusetts
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