Abstract
In extending the conversation around trauma-informed instructional design, one of the key assets we utilized for this special issue of JAID was the text, Trauma-responsive schooling: Centering student voice and healing by Lyn Brown, Catharine Biddle & Mark Tappan (2022). As editors, we felt that our readers would benefit from learning a little more about this resource as well as some scaffolded linkages between the trauma-informed literature and the traditional approaches to instructional design. We were fortunate to have the opportunity to interview two of the authors to help make this linkage more clear in this special issue.
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