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ETSU researcher says trauma‑informed leadership and reset spaces cut discipline and absenteeism at pilot sites
Summary
Dr. Ginger Christian described a systems‑based approach from the Strong Brain Institute that trains adults in schools and workplaces on trauma‑informed and resilience practices, noting reported reductions in office discipline referrals and chronic absenteeism at demonstration sites.
Dr. Ginger Christian, assistant professor in educational leadership and policy analysis at East Tennessee State University and a member of the Strong Brain Institute team, presented evidence from resilient schools pilot work and described leadership and system practices designed to support both students and adult staff.
"Anything that we have in place for students should also be in place for an adult," Christian said, summarizing the program's emphasis on adult emotional regulation, onboarding and sustained professional learning. She described implementing reset spaces where students or staff can calm and reengage, and she cited outcome data from partner schools: a decrease in chronic absenteeism from 21% to 4% at one site and a reduction in office discipline referrals of over 75% at Anderson.
Christian emphasized building systems rather than relying on individuals, embedding trauma‑informed assessment and PACE training across adults in a school or organization, and using iterative action research to refine strategies. She recommended leadership practices that clarify core beliefs, guard against sending work communications outside work hours, and create predictable calendars for restorative events and celebrations.
The presentation framed resilient leadership as an organizational responsibility: intentional policies, consistent training and inclusive planning by staff can sustain trauma‑informed practices as personnel change.
