Sources and Notes

Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: SAMHSA, 2014. library.samhsa.gov

Supports the six principles used in this handbook and SAMHSA’s organizational implementation domains.

National Child Traumatic Stress Network. Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework. NCTSN, 2017. nctsn.org

Supports the Four Rs and the tiered school-system framework for trauma-informed practice.

U.S. Department of Education, National Center on Safe Supportive Learning Environments. Trauma-Sensitive Schools Training Package. safesupportivelearning.ed.gov

Provides a free federal training and implementation package for trauma-sensitive school and district work.

Trauma and Learning Policy Initiative, Harvard Law School and Massachusetts Advocates for Children. Helping Traumatized Children Learn. traumasensitiveschools.org

Provides a whole-school framework for trauma-sensitive learning environments and school operations.

National Child Traumatic Stress Network. Child Trauma Toolkit for Educators. nctsn.org

Provides educator-facing information about child traumatic stress and school support.

Treatment and Services Adaptation Center. Resiliency, Hope and Wellness in Schools. traumaawareschools.org

Provides school implementation resources and Psychological First Aid for Schools materials.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study.” American Journal of Preventive Medicine, vol. 14, no. 4, 1998, pp. 245–258.

Foundational ACE study documenting associations between adverse childhood experiences and later health outcomes. It does not support inferring an individual student’s ACE history from behavior.

Venet, Alex Shevrin. Equity-Centered Trauma-Informed Education. W. W. Norton, 2021. ISBN 978-0393714739.

Supports an equity-centered approach to trauma-informed education and attention to school-created harm.

Figley, Charles R., ed. Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in Those Who Treat the Traumatized. Brunner/Mazel, 1995.

Provides a foundation for understanding secondary traumatic stress among helping professionals.

Stamm, B. H. The Concise ProQOL Manual, 2nd ed. proqol.org

Provides the Professional Quality of Life measure addressing compassion satisfaction, burnout, and secondary traumatic stress.

National Child Traumatic Stress Network. Secondary Traumatic Stress Core Competencies for Trauma-Informed Support and Supervision. nctsn.org

Describes competencies for trauma-informed support and supervision related to secondary traumatic stress.

Vermont Department of Mental Health. Trauma and Schools. mentalhealth.vermont.gov

Supports. The state’s curated school-facing trauma resource list, including the Vermont Child Welfare Training Partnership’s Fundamentals in Trauma-Informed Practice modules.

Vermont Agency of Education. Positive Behavioral Interventions and Supports, and Early MTSS. education.vermont.gov

Supports. Vermont integrates trauma-informed and mental-health practice directly into its PBIS and Early MTSS frameworks.

Colvin, Geoffrey, and George Sugai. Managing Escalating Behavior. Behavior Associates, 1989.

Supports. The seven-phase acting-out cycle: calm, trigger, agitation, acceleration, peak, de-escalation, recovery.

Colvin, Geoffrey, and Terrance M. Scott. Managing the Cycle of Acting-Out Behavior in the Classroom, 2nd ed. Corwin, 2014. ISBN 978-1483374369.

Supports. Timing the adult response to each phase. The peak is for safety; teaching and consequences belong to recovery.

Carr, Edward G., et al. “Positive Behavior Support: Evolution of an Applied Science.” Journal of Positive Behavior Interventions, vol. 4, no. 1, 2002, pp. 4–16.

Supports prevention and intervention before behavior reaches high intensity.

Long, Nicholas, Mary Wood, and Frank Fecser. Life Space Crisis Intervention. lsci.org

Supports. The conflict cycle. The adult’s reaction can become the next stressor. Provides a useful lens for how an adult response can become part of an escalating conflict cycle.

Goffman, Erving. “On Face-Work.” In Interaction Ritual: Essays on Face-to-Face Behavior. Anchor, 1967 (originally 1955).

Supports. Face as the public image a person claims in an interaction. Useful for thinking about public status and face concerns during correction.

Wachtel, Ted. “Defining Restorative.” International Institute for Restorative Practices, 2016. iirp.edu

Supports. The social discipline window. Two axes, control and support. The restorative quadrant is high on both: working with rather than to, for, or around.

Wachtel, Ted, and Paul McCold. “Restorative Justice in Everyday Life: Beyond the Formal Ritual.” In Strang, H., & Braithwaite, J., eds., Restorative Justice and Civil Society. Cambridge University Press, 2001, pp. 114–129.

Supports a continuum of restorative responses from informal affective statements to formal conferences.

Costello, Bob, Joshua Wachtel, and Ted Wachtel. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators, 2nd ed. IIRP, 2019. ISBN 978-1934355435.

Supports. The restorative questions, affective statements, circles, and school implementation guidance. One source for the restorative questions adapted into plain language in this handbook.

Braithwaite, John. Crime, Shame and Reintegration. Cambridge University Press, 1989. DOI 10.1017/CBO9780511804618.

Develops the distinction between reintegrative and stigmatizing shaming; Teach It Better draws on that distinction in the Reentry Principle.

Zehr, Howard. The Little Book of Restorative Justice: Revised and Updated. Good Books, 2015. ISBN 978-1680990447.

Supports. The three questions: who has been harmed, what are their needs, whose obligation is it to put things right.

Pranis, Kay. The Little Book of Circle Processes: A New/Old Approach to Peacemaking. Good Books, 2005.

Supports the circle guidelines summarized in the practical language section: speak with the piece, speak from the heart, listen from the heart, trust you will know what to say.

Boyes-Watson, Carolyn, and Kay Pranis. Heart of Hope: A Guide for Using Peacemaking Circles. Center for Restorative Justice, Suffolk University, 2010.

Supports. The seven core assumptions, beginning with the true self in everyone is good, wise, and powerful.

Boyes-Watson, Carolyn, and Kay Pranis. Circle Forward: Building a Restorative School Community. Living Justice Press, 2015.

Provides a school-focused collection of circle designs and guidance.

Vaandering, Dorothy. Revised relationship window scholarship on power dynamics in restorative justice.

Offers a critical, power-aware examination of the Social Discipline Window.

Augustine, Catherine H., et al. Can Restorative Practices Improve School Climate and Curb Suspensions? RAND Corporation, RR-2840-DOJ, 2018.

Reports a large randomized evaluation of schoolwide restorative practice in Pittsburgh: suspension outcomes and teacher-rated climate improved, while academic outcomes did not improve and declined for some middle-grade students.

Center on Positive Behavioral Interventions and Supports. “What Is PBIS?” U.S. Department of Education technical assistance center. pbis.org

Supports. PBIS as an evidence-based tiered framework built on systems, data, practices, outcomes, and equity.

VT PBIS. Behavioral Supports. pbisvermont.org

Documents a Vermont PBIS practice benchmark for positive-to-corrective feedback. The handbook treats it as local guidance and a reflection prompt, not a universal research threshold.

Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard P. Wills, and Joseph H. Wehby. “Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers.” Education and Treatment of Children, vol. 42, no. 4, 2019, pp. 447–468.

Reviews research and practice guidance on positive-to-corrective interaction patterns. Ratios are treated as reflection prompts rather than universal measures of relationship quality.

Brophy, Jere. “Teacher Praise: A Functional Analysis.” Review of Educational Research, vol. 51, no. 1, 1981, pp. 5–32.

Examines the purposes and conditions under which teacher praise may be informative or effective; it does not support treating praise as a universal reward formula.

The IRIS Center, Vanderbilt University. Behavior-specific praise. iris.peabody.vanderbilt.edu

Supports. Practitioner guidance on naming the exact behavior to repeat.

Cook, Clayton R., Aria Fiat, Madeline Larson, Christopher Daikos, Tal Slemrod, Elizabeth A. Holland, Andrew J. Thayer, and Tyler Renshaw. “Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy.” Journal of Positive Behavior Interventions, vol. 20, no. 3, 2018, pp. 149–159. DOI 10.1177/1098300717753831.

Supports. Positive greetings at the door improved academic engaged time and reduced disruptive behavior.

Bal, Aydin. “Culturally Responsive Positive Behavioral Interventions and Supports: A Process-Oriented Framework for Systemic Transformation.” Review of Education, Pedagogy, and Cultural Studies, vol. 40, no. 2, 2018, pp. 144–174. DOI 10.1080/10714413.2017.1417579.

Develops a process-oriented framework for culturally responsive PBIS and systemic attention to disproportionality.

Covey, Stephen R. “The Emotional Bank Account.” In The 7 Habits of Highly Effective People. Free Press, 1989.

Source of the deposit-and-withdrawal metaphor adapted as the Relationship Bank Account.

Greene, Ross W. Lost at School. Scribner. Collaborative & Proactive Solutions. livesinthebalance.org

Supports. Kids do well if they can. Challenging behavior as a lagging skill rather than a character trait. Cite as Collaborative & Proactive Solutions, not Collaborative Problem Solving, which now refers to a separate program.

Prochaska, James O., and Carlo C. DiClemente. “Stages and Processes of Self-Change of Smoking: Toward an Integrative Model of Change.” Journal of Consulting and Clinical Psychology, vol. 51, no. 3, 1983, pp. 390–395. DOI 10.1037/0022-006X.51.3.390.

Included to distinguish the Consequence Continuum from the transtheoretical Stages of Change model. Teach It Better does not claim an educational adaptation of the smoking-cessation stages.

Brown, Brené. Daring Greatly. Avery, 2012. ISBN 978-1592407330. See also “Shame vs. Guilt,” brenebrown.com, 2013.

Offers accessible practitioner language for distinguishing behavior-focused guilt from identity-focused shame. Tangney, Stuewig, and Mashek provide the stronger research source for the distinction used in the text.

Hicks, Donna. Dignity: Its Essential Role in Resolving Conflict. Yale University Press, 2011. ISBN 978-0300163926.

Supports. The ten essential elements of dignity, and the distinction between dignity, which is inherent, and respect, which is earned.

Kohn, Alfie. “Unconditional Teaching.” Educational Leadership, vol. 63, no. 1, 2005. alfiekohn.org

Supports. Unconditional regard for the student as a person, independent of performance or behavior.

Kohn, Alfie. Punished by Rewards. Houghton Mifflin, 1993. ISBN 978-0395650288.

Presents Kohn’s critique of rewards and punishment as controlling practices. The handbook treats this as a position in an educational debate, not a universal empirical conclusion.

Rogers, Carl. “The Necessary and Sufficient Conditions of Therapeutic Personality Change.” Journal of Consulting Psychology, vol. 21, no. 2, 1957, pp. 95–103.

Clinical source for unconditional positive regard. The handbook uses the person-versus-behavior distinction without treating psychotherapy research as direct evidence for school discipline.

CASEL. The CASEL 5 framework for social and emotional learning. casel.org

Supports. Self-awareness, self-management, social awareness, relationship skills, responsible decision-making.

Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, 1984.

Supports the experiential learning cycle of experience, reflection, conceptualization, and application. It is not used here to support fixed learning styles.

Smith, Dominique, Douglas Fisher, and Nancy Frey. Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management. ASCD, 2015.

Supports. Classroom-level restorative alternatives to reward-and-punishment management.

Ladson-Billings, Gloria. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal, vol. 32, no. 3, 1995, pp. 465–491. DOI 10.3102/00028312032003465.

Supports. Academic success, cultural competence, and critical consciousness.

Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice, 3rd ed. Teachers College Press, 2018. ISBN 978-0807758762.

Supports. Teaching through students’ own cultural knowledge and frames of reference.

Paris, Django, and H. Samy Alim, eds. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Teachers College Press, 2017. ISBN 978-0807758335.

Supports. Sustaining a student’s language and culture rather than asking them to trade it for school.

Skiba, Russell J., et al. Research on racial disproportionality in school discipline. Indiana University Equity Project.

Supports analysis of racial disproportionality and differential discipline. National administrative data also document persistent disparities by race and disability.

U.S. Department of Education, Office for Civil Rights. “School Climate and Student Discipline Resources: Know the Data.” ed.gov, reviewed January 2025.

Documents persistent discipline disparities affecting Black students, other students of color, and students with disabilities through the Civil Rights Data Collection and IDEA data. Disparity alone does not establish a legal violation, but it warrants examination of policy and practice.

Hammond, Zaretta. Culturally Responsive Teaching and the Brain. Corwin, 2015.

Supports. Everyday practitioner language. Useful for teaching the ideas; not the evidence anchor.

U.S. Food and Drug Administration. Results from the Annual National Youth Tobacco Survey (NYTS): 2025 Findings. Published June 2026.

Supports current 2025 youth tobacco-use figures, including past-30-day e-cigarette use and flavored e-cigarette use. Check the current NYTS release when reusing time-sensitive figures.

Vermont Youth Risk Behavior Survey. healthvermont.gov

Supports. Local prevalence data for the social-norms scenes. Always localize the numbers on the cards.

Truth Initiative. EX Program (formerly This is Quitting). truthinitiative.org

Supports free text-message quit-vaping support for young people. National Cancer Institute. Smokefree Teen. teen.smokefree.gov provides free youth-facing quit plans, tools, and information.

UP for Learning. upforlearning.org · Outright Vermont. outrightvt.org · Prevent Child Abuse Vermont. pcavt.org

Provides relevant youth-adult partnership, ally-skill, GSA-support, and protective-factor resources for deeper training and local adaptation.

Learning Forward. “Designing Professional Learning That Actually Transforms Practice.” 2025.

Supports. Connected outcomes, relevance, reflection, planning, application, transfer, modeling, collaboration, and attention to adult learners’ physical, social-relational, and cognitive needs.

Robinson, Sheila B. Designing High-Quality Professional Development Programs: A Playbook. Frontline Education, 2020.

Supports. Sustained, collaborative, classroom-focused, job-embedded professional learning with implementation support, feedback, reflection, leadership, and alignment to local goals.

TNTP. Teacher Professional Development Toolbox.

Provides a reference for organizing practical educator resources by audience and purpose; it is not evidence for Teach It Better outcomes.