Abstract
This article features an adult-focused trauma informed approach that is an integral part of Bank Street’s Emotionally Responsive Practice work in schools. The authors share stories of parallel process work with teachers and administrators in various school settings, giving the reader insight into an approach that supports integration of the teacher’s past and present, and promotes empathy for the children they once were, as well as the children who fill their classrooms. The work is situated within the context of the high prevalence of Adverse Childhood Experiences that impact our communities of both children and adults, and leave them vulnerable to traumatic reactions during the school day.
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