Trauma Informed Schools
Carlo Panlilio, PhD
More than ever before, schools and counselors are called upon to identify and respond to the unique challenges of childhood trauma. The National Child Traumatic Stress Network (NCTSN) estimates that one out of every four students in U.S. schools has been exposed to a traumatic event that can affect learning and/or behavior. In particular, children who experience the trauma of maltreatment often have difficulties inside and outside of the classroom. These challenges can negatively affect educational well-being and often persist over the long-term, creating unnecessary barriers to learning and independence. In addition, new legislation in many states across the U.S. has identified teachers as mandated reporters of suspected child maltreatment. Finally, there is momentum to integrate prevention programs in the school-setting as unique opportunities for universal primary prevention of maltreatment. Hence there are isolated efforts currently underway to weave trauma-informed approaches into the fabric of schools, including strategic planning by administrators, staff training, prevention programming, liaising with local youth service agencies, and trauma-sensitive intervention with affected students.
----- The Pennsylvania State University
Carlo Panlilio, Ph.D., is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education and a faculty member with the Child Maltreatment Solutions Network at Penn State University. Dr. Panlilio received his Ph.D. in Human Development from the University of Maryland, College Park with a specialization in Developmental Science and a Certificate in Measurement and Statistics. Using a longitudinal latent variable framework, his research focuses on understanding the developmental trajectories of school readiness domains (i.e., emotion regulation and language) across the preschool years for maltreated children. Additionally, he is interested in understanding how child welfare-specific context factors of placement stability and caregiver quality at different time points influence development. Finally, he is interested in understanding how these different developmental trajectories predict later academic achievement.
---The Pennsylvania State University