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Trauma Informed Educational Practice

Slides for Classroom Use

Examples of Trauma Informed Educational Practices in the Classroom

Questions to Guide Delivery of Professional Development Training

Koslouski and Chafouleas (2022) recommend that trainers ask themselves these questions when planning trauma-informed professional learning. You can find the "Table One" referred to below on page 3 of their article.

1. Which of the recommendations in Table 1 have I previously considered?

a. Review the 18 recommendations provided in Table 1. Indicate whether you’ve established (++), are developing (+), or have not yet considered (−) each of the recommendations.

2. What are my areas of strength? What are potential areas for growth?

a. Identify which of the six principles you are strongest in, and which are areas for growth.

b. If safety is a potential area for growth, consider how you can implement 1–3 of the recommendations from this principle.

3. What implementation supports are needed in the context where I’ll deliver this training?

a. Consider the specifics of the professional learning opportunity that you are planning.

b. Are any of the precursors to supporting implementation identified in Table 1 (e.g., strengthening relationships, increasing buy-in) in need of strengthening? Are promoting equity or transfer into teaching practices key goals of the training? If so, consider how you might implement or strengthen any of the recommendations identified as relevant in that column.

4. What 1–3 recommendations will I focus on?

 a. Considering your strengths, areas for enhancement, and the specifics of the professional learning opportunity that you are planning, identify 1–3 areas of focus.

b. Document the recommendations you intend to implement and plan for how to do so.

5. How can I continue to strengthen the professional learning opportunities that I provide over time?

a. With each additional professional learning opportunity that you facilitate, revisit this process to consider the audience that you are working with and training precursors in need of strengthening (e.g., buy-in, relationships with participants).

b. Your cumulative revisions will enable you to implement many of these recommendations over time!


Koslouski, J. B., & Chafouleas, S. M. (2022). Key considerations in delivering trauma-informed professional learning for educators. Frontiers in Education, 7, 1-8. | 503.943.7111 or 800.841.8261 | 5000 N. Willamette Blvd., Portland, OR 97203-5798
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