Global Certificate Course in Trauma-Informed Teacher Training
-- viewing nowTrauma-Informed Teacher Training is designed for educators who want to create a safe and supportive learning environment for students who have experienced trauma. This course equips teachers with the knowledge and skills to recognize the signs of trauma, understand its impact on students, and develop strategies to promote healing and growth.
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About this course
Some teachers may not realize the impact of their words and actions on students who have experienced trauma. This course helps teachers develop a trauma-informed approach, which prioritizes student well-being and safety.
By taking this course, teachers can learn how to:
- Create a safe and supportive classroom environment
- Recognize the signs of trauma and respond appropriately
- Develop strategies to promote healing and growth
- Foster positive relationships with students who have experienced trauma
If you're interested in learning more about Trauma-Informed Teacher Training, explore our course today and discover how you can make a positive impact on the lives of your students.
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Course details
• Understanding Trauma-Informed Practice
This unit introduces the concept of trauma-informed practice, its importance in education, and the impact of trauma on students' lives. It sets the foundation for the course, exploring the relationship between trauma, brain development, and learning. • Recognizing the Signs of Trauma
This unit equips teachers with the knowledge to identify the signs of trauma in students, including non-verbal cues, behavioral changes, and emotional responses. It also discusses the importance of creating a safe and supportive learning environment. • Building Trust and Relationships
This unit focuses on the development of trust and relationships between teachers and students, particularly those who have experienced trauma. It explores strategies for building rapport, active listening, and empathy in the classroom. • Creating a Trauma-Sensitive Classroom
This unit provides practical tips and strategies for creating a trauma-sensitive classroom, including organizing the physical space, managing transitions, and minimizing stressors. It also discusses the importance of self-care for teachers. • Teaching Students with Trauma
This unit addresses the specific needs of students who have experienced trauma, including those with PTSD, anxiety, and depression. It explores teaching strategies, such as mindfulness, self-regulation, and social-emotional learning. • Cultural Competence and Trauma-Informed Practice
This unit highlights the importance of cultural competence in trauma-informed practice, exploring the impact of systemic trauma on diverse student populations. It discusses strategies for culturally responsive teaching and supporting students from diverse backgrounds. • Managing Challenging Behaviors
This unit provides teachers with strategies for managing challenging behaviors in the classroom, including de-escalation techniques, positive behavioral supports, and restorative practices. • Collaborating with Families and Communities
This unit emphasizes the importance of collaboration between teachers, families, and communities in supporting students who have experienced trauma. It explores strategies for building partnerships, communicating effectively, and involving families in student support. • Ongoing Professional Development and Support
This unit acknowledges the importance of ongoing professional development and support for teachers in trauma-informed practice. It discusses strategies for accessing resources, seeking mentorship, and staying up-to-date with best practices in trauma-informed education.
This unit introduces the concept of trauma-informed practice, its importance in education, and the impact of trauma on students' lives. It sets the foundation for the course, exploring the relationship between trauma, brain development, and learning. • Recognizing the Signs of Trauma
This unit equips teachers with the knowledge to identify the signs of trauma in students, including non-verbal cues, behavioral changes, and emotional responses. It also discusses the importance of creating a safe and supportive learning environment. • Building Trust and Relationships
This unit focuses on the development of trust and relationships between teachers and students, particularly those who have experienced trauma. It explores strategies for building rapport, active listening, and empathy in the classroom. • Creating a Trauma-Sensitive Classroom
This unit provides practical tips and strategies for creating a trauma-sensitive classroom, including organizing the physical space, managing transitions, and minimizing stressors. It also discusses the importance of self-care for teachers. • Teaching Students with Trauma
This unit addresses the specific needs of students who have experienced trauma, including those with PTSD, anxiety, and depression. It explores teaching strategies, such as mindfulness, self-regulation, and social-emotional learning. • Cultural Competence and Trauma-Informed Practice
This unit highlights the importance of cultural competence in trauma-informed practice, exploring the impact of systemic trauma on diverse student populations. It discusses strategies for culturally responsive teaching and supporting students from diverse backgrounds. • Managing Challenging Behaviors
This unit provides teachers with strategies for managing challenging behaviors in the classroom, including de-escalation techniques, positive behavioral supports, and restorative practices. • Collaborating with Families and Communities
This unit emphasizes the importance of collaboration between teachers, families, and communities in supporting students who have experienced trauma. It explores strategies for building partnerships, communicating effectively, and involving families in student support. • Ongoing Professional Development and Support
This unit acknowledges the importance of ongoing professional development and support for teachers in trauma-informed practice. It discusses strategies for accessing resources, seeking mentorship, and staying up-to-date with best practices in trauma-informed education.
Career path
| **Career Role** | Description |
|---|---|
| Trauma-Informed Teacher Training | Teach children and young people who have experienced trauma, using evidence-based techniques to promote emotional regulation and well-being. |
| Early Years Foundation Stage (EYFS) Training | Develop skills to support the development of young children, focusing on play, learning, and care. |
| Special Educational Needs (SEN) Training | Learn strategies to support children with special educational needs, including autism, ADHD, and physical disabilities. |
| Mental Health First Aid Training | Understand mental health issues, learn how to identify and respond to mental health crises, and provide support to those in need. |
| Crisis Management Training | Develop skills to manage crisis situations, including conflict resolution, de-escalation techniques, and emergency response. |
| **Career Role** | Description |
|---|---|
| **Education Consultant** | Advise schools and educational institutions on trauma-informed practices, policy development, and staff training. |
| **Mental Health Support Worker** | Provide emotional support and guidance to children, young people, and families affected by trauma and mental health issues. |
| **Trauma-Informed Therapist** | Use evidence-based therapies to support individuals, families, and groups affected by trauma, promoting emotional regulation and well-being. |
| **Crisis Manager** | Develop and implement crisis management plans, responding to emergency situations and providing support to those in need. |
Entry requirements
- Basic understanding of the subject matter
- Proficiency in English language
- Computer and internet access
- Basic computer skills
- Dedication to complete the course
No prior formal qualifications required. Course designed for accessibility.
Course status
This course provides practical knowledge and skills for professional development. It is:
- Not accredited by a recognized body
- Not regulated by an authorized institution
- Complementary to formal qualifications
You'll receive a certificate of completion upon successfully finishing the course.
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GLOBAL CERTIFICATE COURSE IN TRAUMA-INFORMED TEACHER TRAINING
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London School of Planning and Management (LSPM)
Awarded on
05 May 2025
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