ChildTrauma Academy is a not-for-profit organization based in Houston, Texas working to improve the lives of high-risk children through direct service, research and education. CTA recognizes the crucial importance of childhood experience in shaping the health of the individual, and ultimately, society. By creating biologically-informed child and family respectful practice, programs and policy, CTA seeks to help maltreated and traumatized children. Authors have provided these materials in this library to help promote the health and welfare of children.
Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.
Learn how a school and research center are partnering to empower children growing up in poverty with the research based tools to transform their own developing brains, helping students understand that brains can grow, change and heal.
Shared Learnings from MARC: a learning collaborative of 14 communities actively engaged in building the movement for a just, healthy and resilient world. Learn about how these communities are addressing ACEs and promoting resilience.
The National Child Traumatic Stress Network (NCTSN) was created by Congress in 2000 as part of the Children’s Health Act to raise the standard of care and increase access to services for children and families who experience or witness traumatic events. This unique network of frontline providers, family members, researchers, and national partners is committed to changing the course of children’s lives by improving their care and moving scientific gains quickly into practice across the U.S.
Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.
“Tackling Toxic Stress,” a multi-part series of journalistic articles planned and commissioned by Harvard University’s Center on the Developing Child, examines how policymakers, researchers, and practitioners in the field are re-thinking services for children and families based on the science of early childhood development and an understanding of the consequences of adverse early experiences and toxic stress.
The TREP Project was launched in 2016 with a policy brief on the educational consequences of the chronic toxic stress of living in high crime communities. The TREP Project works to develop the individual and organizational capacity of educators and schools serving children growing up in neighborhoods that have high levels of toxic stress, such as violent crime, concentrated poverty, concentrated foster care involvement, and housing instability.
The impact of students’ life experiences on their behavior has garnered increasing attention as schools strive to develop more supportive academic environments that help youths manage stress and address the needs of at-risk youths to facilitate continued academic engagement. Understanding youths’ responses to adverse childhood experiences and daily stressors, and having trauma-informed responses, are essential for educators aiming to maximize students’ academic and socialemotional potential.