A Practical Guide for Developing Trauma-Informed Elementary Classrooms: Innovative Activities, Strategies, and Practices for Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches

 A volume in Contemporary Perspectives on Developing Trauma-Informed Teachers

Series Editors: Philip E. Bernhardt, Metropolitan State University of Denver, Megan Brennan, Resilient Futures, Ofelia Castro Schepers, Purdue University, and Kathryn Young, Metropolitan State University of Denver

Volume Edited by 

Philip E. Bernhardt, Metropolitan State University of Denver
Megan Brennan, Resilient Futures
 Ofelia Castro Schepers, Purdue University
Kathryn Young, Metropolitan State University of Denver

OVERVIEW:

Trauma-Informed Practices (TIP) aim to create safe, supportive classrooms in which educators actively respond to students' needs. This recognition requires an intentional awareness of the complexities shaping students’ experiences, the potential presence and impact of trauma in their lives, and an understanding of why developing resilience is important. The widespread prevalence of trauma among children across the United States as well as an acknowledgement of trauma's potential impact on students' academic, social, and emotional well-being underscore the need for TIP within K-12 schools. Trauma-Informed Practices require responding to students through a lens of empathy, understanding, and support When educators proactively consider the types of experiences students may bring to the classroom and how these experiences may impact their academic development, socio-emotional responses, and readiness to learn, educators can more deliberately address students’ needs to help them succeed. An important reality to remember is that trauma-informed educators do not need to know the specific challenges a child brings to school, the extent of their traumatic experiences, or even if a child has experienced any form of trauma. Trauma-Informed Practices are intentional, proactive strategies that can be consistently utilized in the classroom to support the academic, social, and emotional growth of all students. The vision and development of this text are driven by a desire to provide elementary educators with practical examples they can easily use to create classroom environments that are not only safe and sustainable, but also support learning, belonging, engagement, and development. The text will highlight innovative classroom strategies, activities, and practices that embody the core principles of the HEARTS Trauma-Informed model (Dorado et. al., 2016). The following question serves as a guide for contributing authors: What are examples of innovative trauma-informed classroom strategies, activities, and/or practices that support the academic, social, and emotional well-being of students?

TARGET AUDIENCE FOR TEXT: 

This text will be of interest to elementary pre-and in-service educators as well as those working in institutions of higher education, alternative licensure programs, organizations, and school districts involved with the preparation of teachers and/or educator professional development. 

TARGET AUDIENCE FOR CONTRIBUTORS: 

Teacher preparation faculty and/or elementary educators. This audience also includes any elementary educator working with specific school populations (i.e. special education, online learning, gifted and talented, and emergent bilingual). *Submissions can come from individual elementary educators, teams of elementary educators, or teacher preparation faculty who co-author an activity, strategy, and/or practice with elementary educators.

*Submissions can come from individual elementary educators, teams of elementary educators, or teacher preparation faculty who co-author an activity, strategy, and/or practice with elementary educators.

ANTICIPATED SCHEDULE FOR PUBLICATION: 

● Call sent out to authors: week of September 8, 2025 
● Activity, strategy, and/or practice descriptions DUE to editors for review by: October 27, 2025. ● Selected contributors will be notified by: December 1, 2025.
● Full developed activities, strategies, and/or practices DUE to editors by: January 30, 2026 (template to be provided to selected authors)
● Any needed edits sent to authors by March 2, 2026 (2-weeks to make edits)
● Final edits sent to the publisher by: April 20, 2026.

SUBMISSION REQUIREMENTS AND DEADLINE: 

To be considered for publication, potential contributors must send the following information to Dr. Philip E. Bernhardt @ [email protected] by October 27, 2025: 

● Title of activity, strategy, and/or practice. 
● Contact information of author(s) - full name, title, and [best] email for communication.
● Name of school, district, and/or university for each author. 
● Subject(s) and grade(s) currently taught for each author.
● A 100–300-word description explaining the innovative activity, strategy, and/or practice you would like to contribute to the text. It should be clear in this description how the activity, strategy, and/or practice is aligned with one or more of the Six Core Principles of HEARTS Trauma-Informed Model. These core principles are included on the next page. *Submitted activities, strategies, and/or practices must be the original work of authors. **Authors can submit multiple activities, strategies, and/or practices. Each submission just needs to address the above criteria.

Six Core Principles of HEARTS Trauma-Informed Model

 1. Understanding Stress and Trauma: Acknowledging the impact of trauma on individuals and systems. 
2. Cultural Humility and Responsiveness: Recognizing and respecting diverse cultural backgrounds and experiences.
3. Safety and Predictability: Creating a physically and emotionally safe environment with clear expectations and routines.
4. Compassion and Dependability: Demonstrating empathy and being reliable in interactions.
5. Resilience and Social-Emotional Learning: Fostering skills that help individuals cope with challenges and build positive relationships.
6. Empowerment and Collaboration: Encouraging participation, voice, and choice in decision-making processes.

Other Volumes in the Contemporary Perspectives on Developing Trauma-Informed Teachers series: 

• Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches: Research Findings From the Field: https://bookstore.emerald.com/developing-trauma-informed-teachers-hb9798887301082.html

 • Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Reflections from Teacher Preparation on Curricula and Program Implementation: https://bookstore.emerald.com/developing-trauma-informed-teachers-hb-9781648029936.html

 • Creating Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches: Intentional Partnerships to Create Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: https://bookstore.emerald.com/developing-trauma-informed-teachers-hb-9781837085903.html

Please reach out to Dr. Philip E. Bernhardt @ [email protected] with any questions about the Call for Proposals or to discuss submitting your own book proposal for the Contemporary Perspectives on Developing Trauma-Informed Teachers series.