Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and symptoms but can engage in preventative measures to minimize possible triggers of past or current traumatic experiences they encounter. Due to lack of funding, licensed counselors are limited within schools, leaving teachers to navigate students’ mental, social, and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested due to the lack of emphasis in our teacher preparation programs and professional development opportunities. Thus, the purpose of this article is to inform health and physical educators on issues related to trauma, traumatic stress, the social inequalities and injustices that these students may encounter, and strategies on how to foster resilient learners in physical education and health.

中文翻译：

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通过实施创伤知情和社会公正的实践来培养有弹性的学习者

在过去的几年里，成为跨 P-12 教育系统的创伤变得非常必要，重点放在整个孩子身上，最近，全球流行病和国家系统性和制度性种族主义。随着越来越多的学生经历创伤并处于持续的有毒压力状态，健康和体育教师不仅要了解体征和症状，而且可以采取预防措施，以尽量减少过去或当前创伤的可能触发因素。他们遇到的经历。由于缺乏资金，获得许可的辅导员在学校内受到限制，让教师来引导学生的心理、社交和情感行为和经历。然而，由于我们的教师准备计划和专业发展机会缺乏重点，教师不会受到创伤的了解或投入。因此，本文的目的是向健康和体育教育工作者介绍与这些学生可能遇到的创伤、创伤性压力、社会不平等和不公正有关的问题，以及如何在体育教育和健康方面培养弹性学习者的策略。