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Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma

SAFE SUPPORTIVE AND INCLUSIVE LEARNING ENVIRONMENTS

Child Development

Education & Professional Development

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B2B & B2C

<P>Children and young people from diverse populations are statistically more at risk of exclusion, however education providers can make a difference to all children and young persons’ learning outcomes no matter what their personal circumstances. To achieve this, not only must educators form closer and more authentic relationships with these children and their communities, but the governments that fund learning environments must also be prepared to provide adequate resourcing and training opportunities. This book addresses both the general and specific issues that may prevent children and young people from diverse populations from being safe, supported, and included in learning environments. Some chapters focus on general factors that contribute to both inclusion and exclusion at early childhood and in formal school environments, while others present research-based best practice and practical advice to enable good education outcomes for indigenous, migrant, and LGBTQI children and those who experience mental health problems, drug misuse, and abuse. Lastly, the book includes information about how to negotiate and set up programs that have been shown to be effective with communities that differ from the dominant culture. The book provides practitioners in education, health, and social work with information and practical advice on how to retain all children and young people in early childhood, formal school education, and tertiary settings.</P>

PROFESSIONAL & REFERENCE

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Front Cover.
Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma.
Title Page.
Copyright Page.
Contents.
Foreword.
Foreword.
Preface.
Contributors.
1: Diversity in Education Contexts.
2: Complex Trauma and the Teacher: Relationships and Learning.
3: Weaving Success for All Children: Relational and Inclusive Teaching Practices in Early Childhood Education.
4: Demographic and Socioeconomic Predictors of School Suspension: A Longitudinal Study in Victoria, Australia, and Washington State, United States.
5: When Things at School Are Out of Sync: The Bittersweet Paradox of Suspension and Student Belonging.
6: &#x201C;I Dropped Out Early&#x201D;: School Disengagement and Exclusion Among Young People Experiencing Homelessness.
7: LGBTI Inclusion in Australia and Aotearoa New Zealand Schools: Policies and Practices.
8: High School Students at Risk of Exclusion: Systemic Approaches to Reducing Risk Factors and Strengthening Protective Factors.
9: Taura Whiri a Whanaungatanga Manaakitanga Me Kotahitanga Kia Awhi Te Tamaiti.
10: How We Speak Matters.
11: Educating Aimee: Walking the Road from Inclusion to Belonging.
12: Practical and Positive Outcomes for Diverse School Populations.
13: Pioneering Narratives in M&#x0101;ori Immersion Education.
14: Engaging African-Australian Students and Families in Education.
15: Working Together to Prepare Young New Zealanders for a World Where Alcohol and Other Drugs Exist.
16: A Multi-Tiered Strategy to Treat Trauma and Build Social-Emotional Skills Among Court-Involved, At-Risk, Female Students.
17: Strengthening Pathways into Higher Education with Remote Indigenous Communities in Australia: Lessons from the Whole of Community Engagement Initiative.
18: Looking Upstream to Improve the Wellbeing of Youth Who Are Alienated from Mainstream Education in Aotearoa New Zealand.
Conclusions.
Index.

Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma.css-1p8rvzy{position:absolute;padding-left:8px;}

Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma