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COPYRIGHTED MATERIAL of research immediately resonated with me as a light of hope and insight into the national dilemma of poor achievement and behavioral issues. In recent years, it has proven to be exactly that. This revised edition of Making It Better is designed to help educators create safe, nurturing environments for their students based on an under- standing of foundational neurological principles and theories. Early child educators have always tried to “do no harm.” Dedicated educators know that while providing lots of love is a major requirement of early child- hood teachers, nurturing today’s children can look significantly different than it did thirty or forty years ago. In today’s world, distressed children need absolute emotional security and an opportunity to engage in healing activities. Trauma-Informed Education Trauma-informed education is an approach discussed in this book that responds to the learning and behavioral needs of children who have expe- rienced traumatic events or toxic stress (a repeated stressful experience with long-term negative effects). Trauma-informed early childhood edu- cation applies neurological research to teaching, disciplinary policies, and school climate issues. The following are reasons for incorporating trauma-informed education: • to maximize students’ sense of security, both emotional and physical • to strengthen students’ self-regulation skills • to accommodate the emotional needs of stressed and anxious students • to promote a supportive and cooperative school climate • to reduce student aggression, conflicts, and bullying behaviors • to enhance the development of empathy in students • to elevate student achievement • to provide an environment in which every child can reach his full potential • to increase teachers’ satisfaction in their professional role • to generate a sense of hope for the future in all students 2 Introduction to Trauma-Informed Early Childhood MATERIAL COPYRIGHTED Education