The purpose of this feature series is to prepare health and physical education teachers, both at the K-12 and higher education levels, on how to become knowledgeable about trauma, toxic stress, Adverse Childhood Experiences (ACEs), the warning signs and symptoms and how to minimize potential triggers by engaging in trauma invested practices. This is exceedingly important at a time when mental health issues and social emotional learning is at the forefront of education discussions. Currently, licensed teachers are not prepared to educate, assist and support students who are dealing with extensive trauma, which significantly influences their ability to learn. Our hope through this Feature Series is to provide professional development to K-12 health and physical education teachers and higher education health and physical educators. Although there is some quantitative research at the elementary and secondary levels on trauma, ACEs and student learning, there hasn’t been any research or much focus specific to health and physical education. Since social and emotional learning is also a salient focus, we want to be sure to integrate this content along with trauma-invested practices. Furthermore, looking at both trauma and social emotional learning by also addressing the socially unjust practices that may enhance these issues is needed.
The purpose of this article is to inform health and physical educators on issues related to trauma, traumatic stress, the social inequalities and injustices that these students may encounter and strategies on how to foster resilient learners in health and physical education.
The purpose of this article is to discuss what physical educators can do to help secure students who are in precarious situations on the shelf. Standing on the shoulders of those who have come before, most undeniably Hellison (2011), the remainder of this article discusses ways in which physical educators can create an emotionally and physically safe environment.
The purpose of this article is to assist teachers in their work of supporting students through trauma-sensitive practices and strategies for the health edu-cation classroom, and to enhance their self-care in the process. This article provides a first step in building a foundation to support trau-ma-sensitive practices in health education.
This article provides resources, strategies and activities to guide PETE/HETE instructors about content and pedagogical practices related to trauma. Physical Education Teacher Education and Health Education Teacher Education will be presented separately, since their contexts and content are different, although information on trauma and toxic stress can be applied to both programs.
The unequal distribution of power within schools has enabled the traditional methods of schooling to be maintained and reproduced, resulting in an unjust environment. Schools are not neutral environments, and educators who have recognized this are attempting to challenge this imbalance by engaging in social justice research and methods of repair implementation with schools. In an attempt to move away from the hierarchical and regimented structure that can be found within schools that puts the power solely in the hands of the teacher, a select group of educators have been implementing democratic and transformative teaching practices, which reimagine traditional behavioral approaches.
This article looks at an age- and gender-discrimination case that was filed based on a high school soccer player who was cut from varsity and was deemed too old to play for the junior varsity team.
MoThis article provides tips for physical educators to continue teaching during restrictions put in place by COVID-19.
Focusing on establishing healthy behaviors during childhood is more effective than trying to change unhealthy behaviors during adulthood. Health educators accept this understanding when considering physical health, and, as this article will describe, should also take this view related to mental health.
This commentary is not intended to be an all-inclusive “catch-all”, but a starting point to inspire behavior change, cultural fluency, and an “ideological repositioning” of how we think about our professional work. In defining anti-Blackness, the article provides perspectives from educational literature, research, and personal observations before providing a challenge to SHAPE America and all professionals involved in efforts related to the promotion of quality physical education.