The Emotional Toll of Active Shooter Drills in US Schools


What do such drills do to students, particularly those who come from trauma backgrounds? How do schools prepare ELs for them? Read more at


5 Ways We Can Build Relationships with ELLs


Soe common-sense strategies every school can easily implement can be found at

Resource Folder for Teaching English Learners With Trauma Background


Shared from the TESOL Community:

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Raichle E. Farrelly
Feb 8, 2018 11:32 AM
Raichle E. Farrelly
Hi all,

I’m writing more in response to Lisa’s request for resources related to trauma focused work with refugee-background learners. A few colleagues and I were just discussing this and sharing resources recently. I compiled those resources in this shared Google drive. I hope some of them are useful. There are several that are from the more scientific side of the impact of trauma on learning, but there are two specific to work with refugee background learners. I also included the references lists from two chapters that are being published in a book I co-edited with Shawna Shapiro and Mary Jane Curry (coming out in May, 2018). Those chapters will be useful, too, but for now – the references should provide ample reading — perhaps more than you’d like! 🙂

Everyone is more than encouraged to add any resources to this folder. If you have access issues, let me know.

Here’s the link to the Google Drive.

Rai Farrelly

ESL Corner: Being an English-Language Learner Is Hard. Here Are 5 Ways Teachers Can Make It Easier


All of us who learned English as a new language can empathize with the plights of other English learners, especially when they are young and in a new environment. Find more info at

Resources: Supporting Students After A Violent Event


Good tips and resources at

How To Talk With Kids About Terrible Things


Many of our students experience traumatic events on a daily basis. Others are traumatized by events in the news. Here are tips to deal with questions:

Empowering English Learners by Treating Them as Assets


Flipping the concept of looking at ELs as making mainstream classes and schools “difficult” to looking at ELs as school and district assets:

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