ging terrain of connecting with a child who is deeply afraid, angry, and/or sad. Framing this work as emotionally responsive teaching (ERT), this book expands current conceptualizations of trauma-informed practice to encompass more broadly the relational demands of supporting young children with challenging life circumstances. The author accomplishes this by (1) arguing that predominant discussions of trauma fail to consider the ways that traumatic responses may facilitate both risk and resilience in children's lives, (2) describing the impact of traumatic experiences and exposure to chronic stress on children's development, (3) articulating a framework for ERT, and (4) providing readers with applied strategies for practicing ERT in their classrooms. Throughout, readers are encouraged to transform the systems of oppression that are being manifested through children's struggles in the classroom.

Book Features:

• Provides models that guide teachers through the nuanced and sometimes overwhelming interactions they may have with children experiencing trauma.
• Shares the author's own challenges and triumphs through case studies of pre-K-3rd grade classrooms to illustrate the process of emotionally responsive teaching.
• Builds on research from the fields of education, psychology, and counseling.
• Integrates current work on trauma-informed practice with the paradigm of culturally responsive pedagogy by framing trauma as often rooted in systems of inequity and oppression.