This page outlines Act 18 of 2019 which requires schools to add professional development information about trauma-informed approach.

On page 18 of the suicide prevention plan it details the state's efforts to promote trauma informed approaches.

(a) Upon the expiration of an existing professional development plan, each school entity shall submit to the secretary for approval a three-year professional education plan. … (b.1) The professional education plan of each school entity shall include a minimum of one (1) hour of required training in trauma-informed approaches.

(a) School entities shall provide school employes with training on trauma-informed approaches. The following apply:

• (1) Training shall address, but shall not be limited to:
• (i) Recognition of the signs of trauma in students.
• (ii) Best practices for schools and classrooms regarding trauma-informed approaches, including utilization of multitiered systems of support.
• (iii) Recognition of the signs of the impact of secondary trauma on school employes and appropriate resources for school employes who are experiencing secondary trauma.
• (iv) The school entity’s policies regarding trauma-informed approaches.
• (v) The school entity’s policies regarding connecting students with appropriate services.
• (2) Training shall be on evidence-based or evidence-informed programs that are tailored to the local community and reflect current best practices related to trauma-informed approaches.
• (3) School employes required to undergo continuing professional education under section 1205.2 or 1205.5 shall receive credit toward the school employes’ continuing professional education requirements if the training program has been approved by the Department of Education.
• (4) The school entity shall make a reasonable effort to facilitate a time and location for school employes under this section to participate in the training during paid working hours or in-service training.

(b) As used in this section, the following words and phrases shall have the meanings given to them in this subsection: “Evidence-based” shall have the meaning given in section 8101(21) of the Every Student Succeeds Act (Public Law 114-95, 129 Stat. 1802). “School employe” shall have the meaning given to the term “professional employe” in section 1101(1). “School entity” shall mean a public school, including a school district, charter school, cyber charter school, regional charter school, intermediate unit or area career and technical school, a private school or a nonpublic school.

(j) Specific purposes. The committee shall provide grants to school entities for programs that address safety and security, including: (20) Administration of evidence-based screenings for adverse childhood experiences that are proven to be determinants of physical, social and behavioral health and provide trauma-informed counseling services as necessary to students based upon the screening results. (21) Trauma-informed approaches to education, including:

• (i) Increasing student and school employee access to quality trauma support services and behavioral health care, including the following:
• (A) Hiring or contracting with certified guidance counselors, licensed professional counselors, licensed social workers, licensed clinical social workers, school psychologists and other professional health personnel to provide services to students and school employees.
• (B) Developing collaborative efforts between the school entity and behavioral health professionals to identify students in need of trauma support and to provide prevention, screening, referral and treatment services to students potentially in need of services.
• (ii) Programs providing:
• (A) Trauma-informed approaches to education in the curriculum, including training of school employees, school directors and behavioral health professionals to develop safe, stable and nurturing learning environments that prevent and mitigate the effects of trauma.
• (B) Services for children and their families, as appropriate, who have experienced or are at risk of experiencing trauma, including those who are low-income, homeless, involved in the child welfare system or involved in the juvenile justice system.

(22) Programs designed to reduce community violence, including:

• (i) Increase access to quality trauma-informed support services and behavioral health care by linking the community with local trauma support and behavioral health systems.
• (ii) Provide health services and intervention strategies by coordinating the services provided by eligible applicants and coordinated care organizations, public health entities, nonprofit youth service providers and community-based organizations.
• (iii) Provide mentoring and other intervention models to children and their families who have experienced trauma or are at risk of experiencing trauma, including those who are low-income, homeless, in foster care, involved in the criminal justice system, unemployed, experiencing a mental illness or substance abuse disorder or not enrolled in or at risk of dropping out of an educational institution.
• (iv) Foster and promote communication between the school entity, community and law enforcement.
• (v) Any other program or model designed to reduce community violence and approved by the committee.

(c) Specific duties. — The school safety and security coordinator shall: (2) Coordinate training and resources for students and school entity staff in matters relating to situational awareness, trauma-informed approaches, behavioral health awareness, suicide and bullying awareness, substance abuse awareness and emergency procedures and training drills, including fire, natural disaster, active shooter, hostage situation and bomb threat.

No later than August 31, 2019, the committee shall develop a model trauma-informed approach plan that shall be used by a school entity applying for a grant under section 1306-B(j)(21). The plan must include the following: (1) Designation of at least one individual who:

• (i) is assigned to the school;
• (ii) oversees the implementation of the plan, integrating the coordination of services and professional development into the school entity’s comprehensive plan; and
• (iii) serves as a member of a school’s student assistance program. (2) Coordination of services among:
• (i) the student and the student’s family;
• (ii) the school; and
• (iii) county-based services, community care organizations, public health entities, nonprofit youth service providers, community-based organizations, organizations that provide before or after-school care and other similar groups that are located in the community.

(3) Indication of how coordinated services are provided based on a trauma-informed approach with an understanding, recognition and responsiveness to the effects of trauma on education, absenteeism and school completion, including the secondary impact of trauma on school employees.

(4) Utilization of evidence-based or evidence-informed approaches that are tailored to the community to ensure that data is collected and the effectiveness of the trauma-informed approaches are determined.

(5) Professional development and support for school staff which fosters a culture in the school entity and community that is informed about how to understand, recognize and respond to trauma and address the impact of trauma on students as a secondary impact on school employees.

(d) The board shall also have the authority and duty to: … (9.1) adopt policies encouraging the inclusion of trauma- informed approaches in professional education curriculum in all public and private institutions of higher education in this Commonwealth issuing degrees to individuals who may desire to teach in the schools of this Commonwealth

(a) Beginning in the 2018-2019 school year and in each school year thereafter, the following shall apply: (1) Each newly elected or appointed school director shall complete, during the first year of the school director’s first term, a training program made available by the Department of Education, in consultation with a Statewide organization representing school directors and a Statewide organization representing school business officials, pertaining to the skills and knowledge necessary to serve as a school director. The training program shall consist of a minimum of five (5) hours of instruction, including, at a minimum, information regarding the following:

• (i) Instruction and academic programs.
• (i.1) Best practices related to trauma-informed approaches, which shall comprise a minimum of one (1) hour of instruction.

(j) Specific purposes. — The committee shall provide grants to school entities for programs that address safety and security, including: … (20) Administration of evidence-based screenings for adverse childhood experiences that are proven to be determinants of physical, social and behavioral health and provide trauma-informed counseling services as necessary to students based upon the screening results. (21) Trauma-informed approaches to education, including:

• (i) Increasing student and school employee access to quality trauma support services and behavioral health care, including the following:
• (A) Hiring or contracting with certified guidance counselors, licensed professional counselors, licensed social workers, licensed clinical social workers, school psychologists and other professional health personnel to provide services to students and school employees.
• (B) Developing collaborative efforts between the school entity and behavioral health professionals to identify students in need of trauma support and to provide prevention, screening, referral and treatment services to students potentially in need of services.
• (ii) Programs providing:
• (A) Trauma-informed approaches to education in the curriculum, including training of school employees, school directors and behavioral health professionals to develop safe, stable and nurturing learning environments that prevent and mitigate the effects of trauma.
• (B) Services for children and their families, as appropriate, who have experienced or are at risk of experiencing trauma, including those who are low-income, homeless, involved in the child welfare system or involved in the juvenile justice system.

(22) Programs designed to reduce community violence, including:

• (i) Increase access to quality trauma-informed support services and behavioral health care by linking the community with local trauma support and behavioral health systems.
• (ii) Provide health services and intervention strategies by coordinating the services provided by eligible applicants and coordinated care organizations, public health entities, nonprofit youth service providers and community-based organizations.
• (iii) Provide mentoring and other intervention models to children and their families who have experienced trauma or are at risk of experiencing trauma, including those who are low-income, homeless, in foster care, involved in the criminal justice system, unemployed, experiencing a mental illness or substance abuse disorder or not enrolled in or at risk of dropping out of an educational institution.

This document provides information about an SEL certification program in the state. It covers basic mental and behavioral health literacy as one component.

This page provides links to trauma related trainings for staff, although none are developed by PA

This page is still under development but will have more information later. Check back for content