The call for trauma-informed education is growing as the profound impact trauma has for the children’s ability to learn in traditional classrooms is recognized. This book uses Dyadic Developmental Practice as the model for developing the relationships and felt sense of safety children with developmental trauma need. Using what is known from attachment theory, intersubjectivity theory, and interpersonal neurobiology, the reader is helped to understand why children behave in the challenging ways they do and how to invite them into more successful relationships and learning.

Belonging; A relationship-Based Approach for Trauma-Informed Education