November 2020 Full Evaluation Report

Prepared by Dr. Cynthia Hatt

A common misconception, in regards to high-poverty schools is that the main issues at hand only extend to feeding and clothing children. Yes, these things are part of what we do, but it is the effect of “toxicstress” from trauma/adverse childhood experiences, which pose far greater challenges. In a classroom, it may translate into difficulty with paying attention, trusting adults, forging positive peer interactions, self-regulation, impulsivity, working memory, and cognitive processes. Before our teachers can even attempt to get students to learn, we must first make them feel safe!