b"Resources from NNCTCWebsites: Click the links below for more information!The Center on the Developing Child at Harvard University is building a research and developmentplatform that supports scientific research to inform the testing, innovation and refinement of strategies sochildren experiencing adversity can have significantly better life outcomes. The Collaborative for Academic Social and Emotional Learning (CASEL) is a nonprofit nonpartisanorganization that evaluates programming, produces research, informs legislation and partners with schooldistricts on implementation of SEL. They believe in multiple stakeholders coming together to create strategicdirection and continuously learn. They are committed to educational experiences that foster personal andcollective growth and wellbeing. Healthy Environments and Response to Trauma in Schools (HEARTS) is a whole-school prevention andintervention approach that uses a multi-tiered system of support to address trauma and stress at a student,staff and organizational level. The aim of the program is changing school climate and culture by building thecapacity of school personnel to implement trauma-informed practices, procedures and policies. Resilient Futures is a nonprofit that supports schools, youth-serving communities, and communityinstitutions with becoming more equity-centered and trauma-informed by emphasizing collaboration,system-wide education, and community engagement. They believe that when we meet adversity withcompassion and a desire to validate and healrather than to judge and condemnwe manifestcommunities of care that empower people with self-knowledge and agency. The Trauma and Learning Policy Initiative is a partnership between Massachusetts Advocates forChildren and Harvard Law School. They support schools to become trauma sensitive environments; publishresearch and reports; advocate for laws, regulations and policies that support schools to develop traumasensitive environments; build coalitions; outreach and educate; and provide limited legal representation.They published Helping Traumatized Children Learn, which provides a framework for creating traumasensitive schools. Books:Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement andrigor among culturally and linguistically diverse students. Corwin.Harris, N. B. (2018). The deepest well: Healing the long-term effects of child adversity. Mariner Books.Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child'sdeveloping mind, survive everyday parenting struggles, and help your family thrive. Delacorte Press.Winfrey, O., & Perry, B. D. (2021). What happened to you?: Conversations on trauma, resilience and healing.Flatiron Books.References:Pauma Band of Luiseno Indians. (n.d.). Our Community: Afterschool Program. First People in Pauma Valley:Pauma Band of Luiseno Indians. https://www.paumatribe.com/pauma-community/after-school-program/University of California San Francisco. (n.d.). Guiding Principles: Compassion and Dependability. HEARTS:Healthy Environments and Response to Trauma in Schools: Partnering with school communities to promotehealing, social justice, and school success. https://hearts.ucsf.edu/compassion-dependability"