Emily et.al.,
Teachers do not need to ask about ACES. In a very sense it can open up them up personally ,as well as the district, to liability. Teachers likely do not have the creditials (clinical training and licensure). Many schools have specific people who are bound by professional guidelines on record keeping, confidentiality, etc. for ex. LADAC or MLADCA, LICSW, LCMHC. At minimum districts are required to have guidance counselors. That said, trauma informed schools can easily mean taking a public health approach similar to universal precautions in health care, we don't ask before implementing them. Assuming all students in today's world have experienced some impact of trauma (including secondary trauma) to various degrees is a prudent approach. Barbara Jones Stern info is great. It sounds like your district has administrator who were disheartened by this presentation. In my thinking behaviorism offers no more protection and has its own risks of liablity. A lawsuit waiting to happen is a student with an unidentified disability (Tourette's, Nonverbal Learning Disability, PTSD, Depression, Sensory Processing Disorder, S/LD, Autism Spectrum, Emotional Disability etc.) who receives behavioral interventions perhaps detentions, suspension or worse case expulsion that is a result of that undiagnosed disability. The argument that the district "knew or should have known" is made, supporting evidence gathered and the district is confronting that they failed to provide FAPE which would have required a manifestation hearing before employing negative behavorial consequences. In addition, if interventions are contra-indicated (school avoidance behaviors resulting in being withdrawn for attendance post 18) the district is also at risk for censure. The research on and public narratives of people who experience trauma and are misdiagnosed (bipolar, ODD, Borderline Personality Disorder are favorites) is clearly there. A universal approach, such as Jones Stern suggests, invites students to feel safe and securely attached to their schools communities supporting collaborative relationships with parents/care-givers and appropriate referrals. It is important to stay non-reactive as there are inherent risks in this work. The questions becomes how do we want to minimize those risks, do what is best for kids, families, and communities and promote positive long-term outcomes.
Cynthia Collea, M.Ed., LICSW (NH/VT), C.A.G.S