How childhood trauma and toxic stress impact students and their academic learning

create an action plan answering the program’s essential question as it relates to this course: In light of what is known about how children learn, how shall professional educators best promote resilience and recovery for the children and their families who have experienced traumatic events?

1) Summarize how childhood trauma and toxic stress impact students and their academic learning

2) Articulate an understanding of how the building of resilience-enhancing skills can support the growth of children and the well-being of educators

Introduction/purpose of the writing (one paragraph)
Create an action plan answering the program’s essential question; potential barriers are clearly defined as are strategies to address them
Summarize childhood trauma and toxic stress impact students and their academic learning
Articulate how the building of resilience skills can support the growth of children and the well-being of educators
Conclusion (level 1 heading)

Sample Solution

Many children in our schools today are living lives filled with trauma of one sort or another—trauma that is often beyond their control. The statistics on childhood mental health and trauma are startling and heartbreaking. According to the Texas Education Agency, you can take any class of 24 students and find that: Approximately four students struggle with mental health issues that impair them in some way; nearly half the class has been exposed to at least one traumatic event; about 10 percent the class have been exposed to three or more traumatic events. According to the National Child Traumatic Stress Network, chronic exposure to traumatic events, especially during a child’s early years, can: Adversely affect attention, memory, and cognition; reduce a child’s ability to focus, organize, and process information; interfere with effective problem solving and planning.

circumstances such as on the Rolls of Parliament. However, after 1334, her financial and social situation vastly increased allowing her to move freely around the country and therefore allowing her to influence domestic politics. While the amount which Isabella manipulated this opportunity is debated, Isabella undeniably took an interest in political events and was well informed of developments in both domestic and foreign matters. As she was queen-mother and spent time with her son each year, she will have been informed of information in confidence as she was still considered a good source of advice for the king. Likewise, Isabella kept in close correspondence with the rest of her family and this regular correspondence allowed her to keep up with political events. For example, after the peace negotiations with France of 1358, Isabella received the news from three different sources – Queen Philippa, John Winwick and the marshal d’Audrehem. Due to three separate people feeling compelled to inform the queen about the negotiation outcome, Isabella was considered by others to be politically significant and thereby needed to be informed. Furthermore, when she received these messengers, she gave £6 13s to the messenger from Winwick and the same to the messenger from Queen Philippa. Such a sum was uncommon, even from a queen-mother, and this amount indicates that Isabella was grateful and happy to receive the information. However, Isabella’s political role extended further than merely receiving news of political events and, instead, was an active and influential political figure during her retirement.

 

 

While Edward initially restricted Isabella’s movement, Edward evidently had a change of heart in terms of his mother’s political and social role within the country. It is widely mentioned in chronicles that Edward relied on Isabella for ‘superiority by hereditary right’ to the French throne so it is probable that after the succession crisis in 1328 and the beginning of the Hundred Years War Edward decided to allow Isabella back into politics to fulfil a diplomatic purpose. Whether by her son’s influence or not, Isabella regularly made contact with her French relatives and entertained them during the peace negotiations and whenever they visited the England. Isabella hosted both the captal de Buche and the comte de Tancarville regularly placing her in a position to influence the negotiations on the side of the French. Reflecting on the officious character of Isabella prior to her retirement, it is implausible that Isabella would entertain key diplomats without attempting to influence their opinions. Furthermore, Isabella’s importance in Anglo-French negotiation is observed by diplomats when, according to Strickland, the French monarch proposed that the queen-dowager of France and Isabella should be the ones to negotiate peace between the two countries. Likewise, while Isabella died before it came into fruition, in 1358 Edward chose Isabella to advise final treaty negotiations with the French.

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