Student belonging

The first step in the 5-R framework is focused on harm reduction. By learning about trauma and its impacts, we can be mindful of not doing harm to our studen...

Watch this video for an introduction to Karen’s 5-R Framework:ReduceRegulateRelateReferRestoreAs you watch this video, notice which of these steps feels like...

RESILIENCE Meaning: "act of rebounding or springing back," often of immaterial things, from Latin resiliens, present… See origin and meaning of resilience.

Karen explains how her model of trauma-aware teaching fits into the larger scheme of trauma approaches.

In this video, Karen talks about the value of first defining pedagogy in order to better understand trauma fundamentals in higher education. Before you watch...

In this video, Karen shares how she thinks about trauma and its impacts using an example of a funnel.As you watch this video, consider these questions:What s...

When a child feels intensely threatened by an event he or she is involved in or witnesses, we call that event a trauma. There is a range of traumatic events or trauma types to which children and adolescents can be exposed.

The psychiatrist and trauma specialist, with practical help and unique wisdom on what’s been happening in our bodies and our brains.

The Educationalist. By Alexandra Mihai

It was as if any mental and physical exhaustion I felt in that moment disappeared; I was alert and focused. After all, one of the most effective ways to immediately capture someone’s attention is to use that person’s name. In this case, it suggested that my classmate remembered something I said earl

This article will explore how educators can move away from this kind of pathological approach to better help autistic students succeed academically.

Karen talks about how providing ADHD learners with sufficient structure and support can help them land the plane, i.e., complete their work, courses, and goa...

In this conversation, we talk about why recruiting neurodistinct individuals is a good idea for both employee and employer, how to create an interview and onboarding process that lessens the barrie…

On this Halloween and the last day of ADHD Awareness Month, I’m here to make a case for systems, structure, and routines.

Imagine a workplace where people of all colors and races are able to climb every rung of the corporate ladder -- and where the lessons we learn about diversi...

This video reframes a trauma perspective in terms of learning brain versus survival brain as a way to make it easier for teachers to talk about trauma with s...

In this episode, Michele, Denise and I talk about the myth of perfectionism, teaching interventions to reach a variety of students (with an equally vast set of skills), what to do if you want to in…

The learning and development world has seen a much-needed focus on designing for marginalized populations in the past few years, both in terms of accessibility and in terms of diversity, equity, and inclusion (DEI).

In today’s episode we talk about the PR makeover that neurodiversity needs and is getting with UDL and the continued shift we need to make in higher education and in the workforce to better serve all of our students, clients, and our world. I met Jess serendipitously on social media when we both were offering a colleague some ideas to help neurodiverse students in the classroom and I was immediately impressed by her generous and thoughtful answer.

Today Gloria and I talk about neurodiversity and how it is often considered through a deficit model. We will talk about how identity and intersectionality may shape our conceptions of neurodiversity, and we will explore ways to use a strengths-based, talent-focussed approach. This positive, flipped approach helps to promote equity and inclusion for all students!