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Resilience. Individualization. Success. Empathy.

Module 1 provides a foundational understanding of Adverse Childhood Experiences and the physiological and neurobiological impacts of childhood trauma. 

Module 2 provides learners with classroom and school-level intervention strategies to support our most vulnerable learners.

Trauma-Informed Approaches in Education: Continuing Education Course 

Special Group Pricing Available-Inquire for Details

This online, asynchronous course offering, led by former K-12 teachers and administrators (Dr. Lauren Davis and Dr. Rebecca Buchanan), provides an in-depth look into the physiological and psychological impacts of childhood trauma, also known as adverse childhood experiences (ACEs). This course is intended to benefit both classroom teachers as well as school administrators, in addition to instructional support personnel.


Given the collective trauma experienced by all children during the time of COVID-19, this course could not be more relevant or timely, as our students will not return to us the same as how they left us.  Module 1 is intended to provide a foundational understanding of ACEs prior to Module 2, which offers classroom and school-level intervention strategies to support our most vulnerable learners. Participants may earn 45 renewal credits per module, resulting in 90 total renewal credits for licensure.

Upon completion of both modules of this two-part course, through online discussions, videos, formative and summative assessments, and copious resources, participants (both classroom teachers and school administrators) will be able to:
● Identify effects of crisis, trauma and disaster on individuals, families, and communities
● Identify ethical and legal issues related to crisis and trauma
● Recognize the needs and resources of children experiencing a crisis
● Choose and apply culturally sensitive and effective response/intervention strategies
● Apply trauma-informed classroom/school management practices
● Acquire knowledge of self-care strategies that prevent burnout

This course requires high-speed internet access as well as access either to and/or a public/online library for three texts for completion of course requirements. School districts and administrators may seek to secure broad funding for multiple teachers/schools to obtain this professional development certification through Title I, II, and IVa funds, as well as newly established CARES Act funding opportunities.

Our modules are aligned with the social and emotional learning competencies designed by the Collaborative for Academic, Social, and Emotional Learning (CASEL).  CASEL is a is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). This organization supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students. Please visit their website for more information.

This course is also aligned with the Danielson Framework for Teaching.  Below are listed the elements of each domain covered by the content of this professional development opportunity; please click here for more information about the framework.

Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2c: Managing Student Behavior

2e: Organizing Physical Space


3c: Engaging Student in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

Professional Responsibilities

4c: Communicating with Families

4d: Participation in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism


Redefining Individualized Student Success

Backed by a team of experienced former public school teachers and administrators, who now serve as university professors in teacher preparation, our strategic services meet the needs of all types and sizes of schools and districts- from small, rural schools to large, urban districts- and deliver important strategies that result in measurable student growth and achievement. Please get in touch with us today to learn how RISE Educational Consultants, LLC can help your students achieve academic and personal success while concurrently supporting teachers and administrators.


"I feel that both modules gave me a better sense of how to deal with adverse childhood experiences in my classroom. I definitely have a better understanding of the biological effects of trauma on my students as well as on adults. Thank you so much for this opportunity!"

"I feel like all the teachers in our county should be doing this. I saw multiple students in these situations and was able to reflect on my own reactions to those students." 

"I truly believe these 2 modules should be required to be taken by all teachers and instructional staff in our system."




Veteran Educators

With years of experience, our consultants have the capabilities and expertise to take your teaching strategies and pedagogical skills to the next level. At RISE Educational Consulting, LLC, we combine our experience, insights, and skills to transform your processes and strategies, and in turn, your classroom.  We’re proud to help shape and improve how teachers structure and manage their classrooms.


Ready-To-Go Classroom Strategies

With decades of experience, multiple peer-reviewed publications, ongoing research, and years spent "in the trenches" of K-12 public education, our consultants have the expertise and skill set to grow your pedagogical knowledge and improve your instructional methodology.  At RISE Educational Consulting, LLC, our primary focus is on addressing the complex needs of students impacted by adverse childhood experiences--and supporting those teachers that work with this demographic.  Our targeted professional development modules will deepen your knowledge of trauma-informed education practices, leaving you with new strategies to immediately take back to your classroom to be responsive to the diverse needs of your unique students--all while earning CEUs towards your re-certification simultaneously.

Image by Sergey Zolkin
School Bus


Expert Guidance

Looking to improve your classroom management, instructional strategies, or assessment practices but not sure where to turn? Need help designing-or redesigning--your next unit of study? Ask us how we can help. Any school, and therefore teacher, can move forward with small incremental changes, but preparing students for the future in today’s rapidly evolving environment means taking bold chances and making insightful decisions. Let our research-based best practices help guide your process.  We are also available for school-wide or district-level professional development for teachers and administrators.

Contact us and find how we can be of service to your school or district.

The Team

Dr. Lauren Davis is currently an assistant professor of Curriculum and Instruction for Montana State University and was formerly the Education Department Chair and Director for the Neff Center for Teacher Education at Emory & Henry College in Emory, Virginia.  Prior to her work in higher education, Dr. Davis was a middle school teacher and building level administrator in North Carolina. She earned her Bachelor's Degree in Elementary Education, her Master's Degree in Middle Grades Education (both at Appalachian State University) and her Doctoral Degree in Educational Leadership and Policy Analysis at East Tennessee State University. Her research interests revolve around middle level and high school students and how trauma and poverty impact student achievement.


Dr. Rebecca Buchanan is the current Education, Health, and Human Performance division head at Emory & Henry College in Emory, VA; she completed her PhD in Education with a concentration in Sports Studies from the University of Tennessee, Knoxville.   Prior to her work in education, Dr. Buchanan was an eight-time All-American and Atlantic Coast Conference Champion and record holder. She was a finalist in the 1996 U.S. Olympic Trials and a member of the 1997 U.S. World Championship Team. She was also ranked in the top 10 for the U.S. in the 400 meter hurdles for three years. In 2002, she was selected as a member of the ACC’s 50th Anniversary Women’s Outdoor Track & Field team. Her research interests include trauma-informed approaches in education, wellness, and physical literacy. 

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