May 2025 Edition

Calm Corners:

Q: Can you tell us about the implementation of Calm Corners in your classrooms? How did that process unfold, and what impact have you seen?

A: The process started with our staff undergoing Calm Corner training with Coach HJ. Following that, our Principal generously provided initial items like pillows, posters, timers, and fidgets to help get the corners started. Teachers and staff were introduced to the core concepts – their role in SEL, self-regulation, and classroom management.

The impact has been significant. We've observed a noticeable shift in student behavior; they're learning to identify their emotions and use these spaces to self-regulate, which in turn has led to calmer overall classroom dynamics. It’s wonderful to see students taking ownership of their emotional well-being. (Krystle Lindsey)

Morning meetings: 

Q: Daily morning meetings sound like a cornerstone of your trauma-informed approach. How are they structured, and what changes have you observed in student engagement?

A: Absolutely, daily morning meetings are intentionally structured to create a predictable and emotionally safe start to the day. Each meeting includes a personal greeting, an emotional check-in, a collaborative activity, and a purposeful message.

This consistent structure helps students feel seen, valued, and connected, which is crucial for those impacted by trauma.



As a result, we’ve seen remarkable improvements in student engagement, peer relationships, and overall classroom culture. Students are more emotionally regulated, more willing to participate, and better equipped to navigate the school day, contributing to a stronger sense of community and belonging throughout our building. (Dr. Wilkins)

Trained Tutors:

Q: You have trained tutors, Ms. Kay and Ms. Williams, playing a significant role. How have they contributed to the school's climate and culture? Can you share a specific example?

A: The impact of Ms. Kay and Ms. Williams at Clarke Elementary extends well beyond the walls of their classrooms. Their warm, welcoming presence radiates throughout the building, and students genuinely cherish the time they spend with each of them. One specific example is the implementation of check-ins before sessions that aligns with our school-wide SEL initiative. A parent mentioned to Coach HJ in conversation that not only do the tutors check in with students, but the student was able to effectively ask the parent questions to calm them down when they were upset. We’re excited to share that we’ve seen a growing number of students showing genuine concern for each other’s well-being — a heartwarming sign that our school community at Clarke is growing stronger and more connected every day. 

Whether it's checking in on a friend who seems down or speaking up when someone needs help, our students are stepping up and showing they care. These small acts of kindness are building a culture of empathy, support, and belonging — the very foundation of a thriving school community. We’re so proud of the way our Clarke students are looking out for one another! (Krystle Lindsey)

Community Events:

Q: Beyond the classroom, what types of community events have you organized to support your trauma-informed approach, and how have they strengthened relationships?

A: Building a trauma-informed community means creating intentional spaces where students, families, and staff feel seen, supported, and connected.

One of the ways we’ve achieved this is through a series of community-centered events designed not only to bring people together but also to ensure that everyone feels like they belong. We kicked off the school year with a joyful Back-to-School Bash — a celebration that welcomed families back into the school community with fun, food, and a sense of connection.

But behind the fun was a deeper purpose: we intentionally partnered with a local counseling agency to offer on-the-spot mini sessions and mental health resources for families. This wasn’t just about providing services — it was about reducing stigma and making emotional wellness feel like a natural part of the school experience.

We carried this intentional approach into our September Health Fair, where we again welcomed the counseling agency to meet with families and provide direct support.

 In November, during our Thanksgiving Dinner, we created a warm, inclusive space for families to gather and share a meal — a moment of togetherness during a season that can often feel heavy for many. The counseling staff was once again available for support, creating an additional layer of care around the event. These gatherings have become more than just events — they’re opportunities to build trust, strengthen relationships, and remind our community that no one has to navigate life alone. Families have expressed the importance of feeling supported by the school, and staff have also noticed the difference, realizing they are not alone in addressing students' needs. (Krystle Lindsey)

Partnership with Community Schools and Working with a Trauma-Informed Coach:

Q: What has been the impact of working with a trauma-informed coach, like Coach HJ, as integrated with your work through the Community Schools model?

A: One of the biggest ways this partnership has enriched my practice is through access to professional development and coaching focused on understanding the root causes of trauma and how it manifests in students' behavior and academic performance. The Center for Resilience & Learning has provided frameworks and tools that have helped me better support school staff in recognizing trauma responses and shifting the school culture toward one that emphasizes safety, consistency, and empathy. Working with Coach HJ has been one of the most valuable aspects of my first year as a Community Schools Coordinator. She has offered consistent guidance, reflection, and practical strategies that have directly influenced how our school approaches both staff development and student support. Our climate walkthroughs with her have been especially helpful in identifying what's working well and the challenges that need to be addressed. Her partnership has been instrumental in our progress. (Krystle Lindsey)

Staff Training and Professional Development:

Q: What professional development opportunities have been provided to staff, and how have these translated into daily interactions?

A: We've been committed to providing robust professional development, including training on:

• Resources for Resilience,
• ACEs (Adverse Childhood Experiences),
• and restorative circles.

These trainings have deepened our understanding of how trauma affects student behavior and learning, while also prompting staff to reflect on their own experiences and implicit biases. Several staff members have even led restorative circle trainings, reinforcing our collective responsibility to create emotionally safe, inclusive spaces.

These learning opportunities have translated into daily practice through more empathetic responses, relationship-driven interactions, and consistent use of de-escalation and restorative strategies that foster trust, connection, and a strong sense of community across our school. (Dr. Wilkins)

Success Metrics:

Q: How do you measure the success of your trauma-informed initiatives? Are there any key metrics or observations?

A: We use a combination of qualitative and quantitative indicators. Key metrics include reductions in office referrals and suspensions, improved attendance rates, and increased student participation in classroom activities and social-emotional learning (SEL) lessons. We also gather observational data from classroom walkthroughs, monitor student emotional check-ins, and analyze patterns in student support service referrals.

Feedback from staff surveys and reflections has revealed:

• a noticeable shift in mindset and practice, with teachers reporting a greater sense of empowerment to manage behavior through a lens of empathy and connection, rather than solely through consequences.
• We’ve observed stronger student-teacher relationships,
• more peer-to-peer accountability through restorative conversations,
• and calmer, more focused learning environments. (Dr. Wilkins)

Challenges and Solutions:

Q: What challenges have you encountered in implementing trauma-informed practices, and what lessons have you learned?

A: One of our greatest challenges has been shifting mindsets—from traditional discipline approaches to responses rooted in empathy, regulation, and restoration. Some staff initially struggled with balancing accountability and compassion, especially when managing persistent behaviors. Additionally, finding time for meaningful training and ensuring consistency across classrooms posed early obstacles.

We addressed these challenges by prioritizing ongoing professional development, encouraging vulnerability through reflective practices, and creating space for staff to explore their own trauma and biases.

 Peer-led trainings, coaching support, and leadership modeling were critical in building buy-in and fostering a culture of shared responsibility.

A key lesson we've learned is that trauma-informed work must start with adult self-awareness and wellness. When staff feel safe, supported, and seen, they’re more capable of creating the same environment for students. For other schools, it's essential to lead with empathy, pace the work thoughtfully, and celebrate progress, even when it’s messy.

Culture shifts take time, but consistency and care lead to real transformation (Dr. Wilkins)

Future Plans for Sustainability:

Q: Looking ahead, what are your future plans for sustaining and further developing your trauma-informed practices?

A: Sustaining and deepening our trauma-informed practices is a top priority. Moving forward,

• we plan to embed this work more intentionally into our School Improvement Plan and professional learning calendar.
• We aim to expand our Resources for Resilience training to include all staff and continue using restorative practices as a core part of our discipline framework.
• We are also exploring partnerships with mental health agencies and community organizations to strengthen wraparound services for students and families.

To support long-term growth, we plan to create a trauma-informed leadership team to monitor fidelity, gather feedback, and guide ongoing implementation. We also hope to integrate more SEL and trauma-sensitive strategies into our lesson planning and Professional Learning Communities (PLCs).



Our vision is to ensure that trauma-informed practices are not just a program, but a permanent part of Clarke’s culture, rooted in compassion, equity, and healing-centered engagement. (Dr. Wilkins)

Elizabeth DeKonty

Director

NC Center for Resilience & Learning

(Raleigh, NC)

Eulanda Thorne

Program Manager

NC Center for Resilience & Learning

(Wilson, NC)

Brian Randall

Western Senior Program Manager

NC Center for Resilience & Learning

(Asheville, NC)

Michelle Harris Jefferson

Sr. Program Manager of Professional Learning

NC Center for Resilience & Learning

(Greensboro, NC)

Orlando Dobbin, Jr

Eastern Senior Program Manager

NC Center for Resilience & Learning

(Greenville, NC)

Stacey Craig

Program Manager

NC Center for Resilience & Learning

(Raleigh, NC)

Leslie Blaich

Program Manager

NC Center for Resilience & Learning

(Marshall , NC)

Rebecca Stern

Consultant

NC Center for Resilience & Learning

(Carrboro, NC)

Ervin Jones

Consultant

NC Center for Resilience & Learning

(Elizabeth City, NC)

Katie Rosanbalm

Research & Evaluation Partner

NC Center for Resilience & Learning

(Duke University)

Whitney N. McCoy, Ph.D

Research & Evaluation Partner

(Duke University)

Jessica Edwards

Program Coordinator

NC Center for Resilience & Learning

(Nashville, NC)

Angela Mendell

Program Manager

NC Center for Resilience & Learning

(Elizabethtown, NC)

The Resilience Reader is published monthly by the Public School Forum of NC and distributed to Forum members, educators, policymakers, donors, media, and subscribers -- or anyone interested in issues such as Adverse Childhood Experiences (ACEs), childhood trauma, resilience and the power of trauma-informed schools and communities.

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