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In the latest LFJ article, school counseling professor Riley Drake, Ph.D., outlines a model of social and emotional learning and explains “‘feeling safe’ is contextual,” especially for Black and Brown children whose needs are often overlooked in our nation’s classrooms. Relying on community partnerships, promoting mutual aid to foster solidarity and advancing restorative justice are strategies educators and other adults can employ to increase children’s feelings of safety and well-being. These LFJ resources offer more detail.

Traumatic stress can have long-term health effects on developing brains and, in response, districts across the United States are acknowledging the role that trauma plays in students’ achievement opportunities. But how well are districts defining trauma? And how well do educators understand what it really means to practice trauma-informed pedagogy? These LFJ resources can help educators learn how to recognize the signs of trauma, better understand the causes of trauma, and take steps to establish social and emotional safety in the classroom.

In the latest issue of Learning for Justice magazine, a Black Alabama teenager recounts the damage an education that is neither accurate nor inclusive has caused in her life.