Thomas, A. F., & Vannatta Reinhart, R. (2014). Pre-reading power: One classroom's experience. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(6), 264-269.
Graham, S., Perin, D., Alliance for Excellent Education, & Carnegie Corporation of New York. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Alliance for Excellent Education.
Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455-469.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599-623.
Educators have an opportunity to offer the Social Supports so critical for students undergoing Adverse Experiences, and can reduce the likelihood of school-based trauma: for example, by avoiding disciplinary policies that disadvantage students of systematically and historically excluded backgrounds, and that aren't supportive of the needs of those students who also have ADHD or learning disabilities.
Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.
By creating patterns and supporting multimodal engagement, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Snow, P. C. (2021). Psychosocial adversity in early childhood and language and literacy skills in adolescence: The role of speech-language pathology in prevention, policy, and practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253-261.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
As such it is important to encourage and allow for gestures as a form of Communication in the classroom.
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