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Trauma-Informed Leadership in the 21st Century

Trauma-Informed Leadership in the 21st Century

Kyna Elliott
Copyright: © 2022 |Pages: 21
ISBN13: 9781668463154|ISBN10: 1668463156|EISBN13: 9781668463161
DOI: 10.4018/978-1-6684-6315-4.ch027
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MLA

Elliott, Kyna. "Trauma-Informed Leadership in the 21st Century." Research Anthology on Interventions in Student Behavior and Misconduct, edited by Information Resources Management Association, IGI Global, 2022, pp. 501-521. https://doi.org/10.4018/978-1-6684-6315-4.ch027

APA

Elliott, K. (2022). Trauma-Informed Leadership in the 21st Century. In I. Management Association (Ed.), Research Anthology on Interventions in Student Behavior and Misconduct (pp. 501-521). IGI Global. https://doi.org/10.4018/978-1-6684-6315-4.ch027

Chicago

Elliott, Kyna. "Trauma-Informed Leadership in the 21st Century." In Research Anthology on Interventions in Student Behavior and Misconduct, edited by Information Resources Management Association, 501-521. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-6315-4.ch027

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Abstract

The 21st century has been marked by war, migration, racial and political tensions, and the COVID-19 global pandemic. The impact of these events on communities is evident in research findings on trauma and education in the 21st century. The purpose of this chapter is to examine the impact of trauma on the learning environment and the ways which trauma-informed leadership may mitigate its effects in the classroom. A literature review will present existing research on trauma, learning in the classroom, educator performance, and trauma-informed relational leadership. A description of the physiological effects of trauma, examples of manifestations in the classroom, and leadership and educator mitigation strategies are provided. The chapter ends with recommendations of leadership's role in modeling trauma-informed practices and mitigation strategies.

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