Trauma Informed Care Approach to Afterschool Programs


ACEs Primer (video)

Trauma, Brain Development and Learning WAN Trauma Webinar #1 (video)

Experience Builds Brain Architecture (video)

Human Side of Environment

How Brains are Built: The Core Story of Brain Development (video)

Executive Function (video)

Black Boys Coping with the Trauma of Watching Black People Die

By Understanding Trauma, Wisconsin Youth Find Path to Healing


Interim Assignments


Trauma Informed Community (video)


Classroom Management Strategies for Difficult Students

Training the Brain to Listen

5 Principles of Outstanding Classroom Management

Observational Learning and the Young Child

Nuts and Bolts of Explicit Modeling

How to Develop Self-Regulation in Your Students


  1. After reading the Training the Brain to Listen article, how can this information help in your work?
  2. How well do you think the classroom management articles apply to your work in afterschool, and why or why not?
    • What is one principle that you would choose to focus on using and why?
    • What are one or two practices that might employ that reflect this principle? Try using one and write a short summary paragraph explaining what you did and the response you received – what might you do differently next time?
  3. What did you find most relevant about the last 3 articles: Developing Self-Regulation in Your Student, Observational Learning and the Young Child and Nuts and Bolts Explicit Modeling?
  4. What do you see as the main self-regulation challenge? Are there strategies you would like to try to address this challenge? Try one and explain what you did and how it worked.
  5. Please identify up to three resources or services in your community that could help you, a family or a child (you may use the referral worksheet available at the WAN website).