The purpose of the feature series is to prepare health and physical education teachers, both at the K-12 and higher education levels, on how to become knowledgeable about trauma, toxic stress, Adverse Childhood Experiences (ACEs), the warning signs and symptoms, and how to minimize potential triggers by engaging in trauma-invested practices. This is exceedingly important at a time when mental health issues and social emotional learning is at the forefront of education discussions. Currently, licensed teachers are not prepared to educate, assist, and support students who are dealing with extensive trauma, which significantly influences their ability to learn. Our hope through this feature series is to provide professional development to K-12 health and physical education teachers and higher education health and physical educators. Although there is some quantitative research at the elementary and secondary levels on trauma, ACEs, and student learning, there hasn't been any research or much focus specific to health and physical education. Since social emotional learning is also a salient focus, we want to be sure to integrate this content along with trauma-invested practices. Furthermore, looking at both trauma and social emotional learning by also addressing the socially unjust practices that may enhance these issues is needed.

中文翻译：

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准备健康和体育教师成为创伤投资

该专题系列的目的是为 K-12 和高等教育级别的健康和体育教师做好准备，让他们了解如何了解创伤、有毒压力、不良童年经历 (ACE)、警告标志和症状、以及如何通过参与创伤投资实践来最大程度地减少潜在的触发因素。当心理健康问题和社会情感学习处于教育讨论的最前沿时，这一点尤为重要。目前，有执照的教师不准备教育、协助和支持那些正在处理严重影响他们学习能力的广泛创伤的学生。我们希望通过这个专题系列为 K-12 健康和体育教师以及高等教育健康和体育教育工作者提供专业发展。尽管在小学和中学阶段有一些关于创伤、ACE 和学生学习的定量研究，但还没有任何专门针对健康和体育的研究或重点。由于社会情感学习也是一个突出的焦点，我们希望确保将这些内容与创伤投资实践相结合。此外，还需要通过解决可能会加剧这些问题的社会不公正做法来看待创伤和社会情感学习。