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Trauma-Informed Teaching Coursework

Program Overview

The Trauma-Informed Teaching coursework at Great Basin College is designed to prepare PK–12 educators and licensed school support professionals to better understand and respond to the impact of trauma on student learning, behavior, and overall well-being. Grounded in research on neuroscience and trauma-responsive best practices, this coursework provides practical strategies that educators can immediately apply in their classrooms and school communities.

Through a sequence of four 8-week, asynchronous courses, participants will develop the knowledge and skills needed to build safe, supportive, and inclusive trauma-informed learning environments. Coursework focuses on developmental neurobiology; Adverse Childhood Experiences (ACEs) and the effects of toxic stress; strengthening relationships through secure attachment theory; supporting adult and student self-regulation and co-regulation; addressing behavioral and emotional needs through a Multi-Tiered System of Supports (MTSS) framework; and implementing trauma-informed practices at both the classroom and school levels to foster hope and resilience in PK–12 students across Nevada.

Participants will be equipped to foster positive school culture and discipline systems, improve student engagement, and advocate for trauma-informed practices within their schools and districts. Upon completion, participants will receive a Certificate of Completion from Great Basin College and may apply their coursework toward professional advancement opportunities, including a pending Trauma-Informed Endorsement through the Nevada Department of Education.

This coursework is ideal for licensed teachers, school counselors, administrators, and other licensed school-based professionals seeking to enhance their educational practices and better support diverse learners. The program is funded through SB165, allowing eligible participants to complete the coursework with no out-of-pocket tuition or fee costs.

 

 

Classroom

Program Mission

The mission of the pending Trauma-Informed Teaching Endorsement at Great Basin College is to prepare PK–12 educators and licensed school professionals to recognize and respond to the impact of trauma through evidence-based, neuroscience-informed practices that foster safe, supportive, and inclusive learning environments. The program is committed to strengthening Nevada’s educator workforce by equipping participants with the knowledge and skills necessary to promote student resilience, improve academic and behavioral outcomes, and cultivate positive school cultures by using a trauma-informed lens.

 

Outcomes

Upon completion of the Trauma-Informed Teaching coursework at Great Basin College, participants will be able to:

Apply principles of developmental psychology, mental health literacy, and neuroscience to analyze factors influencing the mental well-being of students from early childhood through late adolescence, including the neurobiological and societal impacts of Adverse Childhood Experiences (ACEs), and communicate effectively with students, families, and colleagues to advocate for student mental health.

Design and implement trauma-informed, evidence-based strategies that support behavioral, cognitive, and emotional domains of self-regulation, embed self-regulation and co-regulation practices into daily instruction, adapt supports for diverse learners, and create trauma-sensitive classroom environments that promote student success and reduce disruptive behaviors.

Recognize the signs and impacts of trauma in students and respond using compassionate, evidence-based practices; engage in collaborative and culturally responsive communication with students, families, and interdisciplinary teams; and implement Multi-Tiered Systems of Supports (MTSS) to promote resilience, equity, and academic achievement in PK–12 school settings.

Evaluate the impact of secondary traumatic stress, compassion fatigue, and burnout on educators, and apply strategies to mitigate these effects through individualized self-care planning and organizational practices that foster educator well-being, resilience, and sustainability in trauma-informed school environments.

Admissions & Requirements

Applicants to the Trauma-Informed Teaching coursework at Great Basin College must meet one of the following eligibility pathways:

  • Be a licensed Nevada educator (teacher, administrator, or other licensed education professional (OLEP));
  • Be a current GBC education student admitted to the Education Program who has completed all requirements for licensure or coursework eligibility; or
  • Be a Nevada school board member holding a bachelor’s degree.

In addition to meeting one of the eligibility criteria above, all applicants must:

  • Submit a completed application for admission to Great Basin College (if not already an active student); and
  • Complete and submit the pending Trauma-Informed Teaching Coursework application through the designated OnBase eForm.

Applicants must obtain a GBC student ID prior to submitting the coursework application. Applications are reviewed by the Education Department, and placement into cohorts is based on established selection criteria.

Students must earn a minimum grade of C or higher in each course to continue to the next course with grant funding

There is no handbook for this coursework.

Application & Selection Process

Applicants will not be selected solely on a first-come, first-serve basis. We will use a priority-based selection process aligned to workforce needs and grant expectations.

To be considered for selection, applicants must first meet baseline eligibility requirements. Specifically, applicants must complete the OnBase application form in full, have an active GBC account, and indicate their commitment to completing all four courses in the coursework sequence.

  • Cohort 1: Application deadline - May 27, 2026
  • Cohort 2: Application deadline - August 3, 2026

Cohort selection rubric

Tier 1 – Workforce Impact

    • Licensed educator through the Nevada Department of Education (20 points)

    • Currently employed in a PK–12 Nevada school system (20 points)

Tier 2 – Priority Populations

    • Veteran or spouse of a veteran (10 points)

    • Tribal affiliation (10 points)

    • GBC education program graduate (10 points)

    • Rural educator (10 points)

    • Title I educator (10 points)

Tier 3 – Leadership & Pipeline

    • Nevada school board member with BA degree (10 points)

    • Current GBC education student (BA or ARL pathway) if current coursework requirements for program completion are already fulfilled (10 points)

Tier 4 – Timing (Tiebreaker Only)

    • Date/time of OnBase submission

Curriculum and Course Sequence

The Trauma-Informed Teaching coursework at Great Basin College is designed as a four-course sequence completed over two semesters. Each course is delivered in an 8-week, asynchronous online format, allowing participants to immediately apply learning within their professional settings.

EDU 410: Child and Adolescent Development – A Mental Health Framework for Educators
This course explores child and adolescent development through a mental health lens. Participants examine developmental psychology, factors influencing student well-being, and the neurobiological and societal impacts of Adverse Childhood Experiences (ACEs) and toxic stress. Emphasis is placed on building mental health literacy and developing effective communication and advocacy strategies to support students across PK–12 settings.

 EDU 420: Teaching Self-Regulation in Childhood and Adolescence
This course focuses on the behavioral, cognitive, and emotional domains of self-regulation and their role in student success. Participants learn and apply evidence-based strategies and classroom practices that promote self-regulation, reduce disruptive behaviors, and support diverse learners. The course also emphasizes embedding self-regulation practices into daily instruction and creating trauma-sensitive classroom environments.  

EDU 430: Trauma-Informed Supports for Children andc Adolescents in PK–12 Schools
This course prepares educators to recognize the signs and impacts of trauma and respond using compassionate, evidence-based practices. Participants engage in critical conversations with students, families, and interdisciplinary teams to support behavioral health needs. The course emphasizes the implementation of trauma-informed practices within a Multi-Tiered System of Supports (MTSS) to promote resilience, equity, and academic achievement.

 EDU 440: Helping the PK–12 Helper – Secondary Traumatic Stress Prevention
This course addresses the impact of secondary traumatic stress, compassion fatigue, and burnout on educators. Participants examine risk and protective factors and develop strategies to support personal and professional well-being. Emphasis is placed on designing individualized self-care plans and implementing organizational practices that promote resilience and sustainability in trauma-informed school environments.

Contact

Denise Padilla
Elementary Education Program Supervisor
775-327-2135
Education Department
Imelda Quijda, Administrative Assistant III
775-327-2132
 
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