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Parent urges district to follow restorative, trauma‑informed practices for neurodivergent students
Summary
A parent told the board that district training on restorative and trauma‑informed practices has not been matched by some school‑level disciplinary responses, citing examples where an autistic elementary student was disciplined without skill‑building interventions.
A parent said the Wethersfield district’s stated focus on restorative and trauma‑informed practices must be implemented consistently at school level.
Megan Golowski, who identified concerns about one autistic elementary student, said the district’s professional‑development summary shows training on restorative approaches and Ross Greene’s collaborative and proactive solutions model, but said a school…
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