•Fostered inequitable funding structures and the privileging of market-based logics over relational and democratic forms of learning (Ewing 2018; Lipman 2011; Noddings 2006; Weiner 2011)

•Constrained instructional autonomy for teachers

•Systematically eroded the professional agency of educators

•Generated experiences of de-professionalization that function as a form of moral injury

Social and Emotional Support for Educators in a Rapidly Globalizing World*

*Training and professional development content are aligned with the Illinois State Board of Education (ISBE) Mandate on Trauma-Informed Practices 105 ILCS 5/3-11(b). This includes discussion of the definitions of trauma, trauma-responsive learning environments, and the whole child (and the whole teacher).