The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

Introduction to the Special Issue

In this introduction to the special issue of Professional School Counseling on urban school counseling, the guest editors discuss the challenges faced by urban students and the gap in recent scholarship on this topic. Research and literature in this special issue highlight school counseling strategies and interventions that demonstrate positive outcomes and practical strategies for working with this population. Articles address college and career readiness, university–family–community partnerships, use of child–teacher relationship training, and strategies for establishing a culturally sustaining comprehensive school counseling program.