Trauma-Informed Practice for Arts Education Administrators


in-depth training to incorporate trauma-informed practice into your work with young people, teaching artists and community partners.

Why should Arts Education Administrators be trauma-informed?

NOTE:  This training is only for arts education administrators (e.g. Education Directors, Program Directors, etc.) who support teaching artists in their work. If you are a teaching artist, you would attend our Trauma-Informed Practice for Teaching Artists training.

Any artist working in community settings will encounter young people who have been impacted by trauma. While teaching artists rarely have detailed access to a participant’s personal history, there are tools they can use to identify a young person who is potentially trauma-impacted and strategies that they can employ to accommodate and engage that young person. Arts Education Administrators can play a crucial role in supporting their teaching artists by providing trauma-informed program values and program supports, introducing trauma-informed workshop practices, and facilitating trauma-informed partnerships with community partners.

Structure of the Training: Over the course of five, four-hour sessions, a cohort of up to 12 Arts Education Administrators will deeply engage in rigorous presentations by leaders in trauma-informed practice and its application in a range of artistic disciplines. Participants will be asked to complete outside reading and reflection questions and, when possible, test the strategies they are learning in real time in their organizations.
Arts Education Administrators must commit to attend all five, 4-hour training sessions.

What you will learn: Upon completion of the training, Arts Education Administrators will recognize:

  • The neurological and psychological nature of trauma
  • How trauma affects the brain, behavior, ability to trust, and ability to forge healthy relationships.
  • How trauma can affect self-image, and lead to shame and fear.
  • Behavior in students that indicates potential trauma, fear, shame or stress.
  • What a trauma-impacted student does (and doesn’t) need to successfully participate and learn in a workshop setting.
  • How arts can be healing, and what particular skills can help to heal trauma and build resilience.
  • The signs of secondary or vicarious trauma in themselves or in teaching partners.

Upon completion of the training, Arts Education Administrators can:

  • Build in moments of consistency, ritual, and student agency in their program’s workshop culture.
  • When a moment of trauma arises, provide teaching artists with tools to navigate the interaction in a manner that helps the student feel seen, heard, and walks them through self-regulation.
  • Examine their program structures and lesson planning practices through a trauma-informed lens.
  • Explore trauma-informed facilitation practices for their teaching artists.
  • Explore how to negotiate staff and partnership dynamics through a trauma-informed lens.
  • Follow a safety plan for themselves and examine how their organization can promote healthy boundaries and self-preservation strategies for their staff and teaching artists.

Who is Eligible?

  • Arts Education Administrators in all disciplines.
  • Currently working as an Arts Education Administrator with responsibility for program design, managing teaching artists, and/or collaborating with community partners.
  • Track record of at least one year as an Arts Education Administrator.
  • Priority will be given to those who can articulate the need for a trauma-informed training to best serve their community partners
  • Committed to executing programs for young people (K-12) as a major portion of your program’s services.
  • Desire to be part of an ongoing learning community of Arts Education Administrators and teaching artists.

Your Commitment to the Training

  • Attend all five, 4-hour training sessions.
  • Prepare pre-work and be ready to contribute to each session to make workshop time efficient
  • Engage in each session with focus, curiosity and an open mind

Bartol Foundation Commitment to You

  • Convene practitioners in the field as presenters and participants who will bring knowledge and commitment to the training
  • Create an organized, supportive environment for learning including space, food breaks, materials and follow-up as needed.
  • Listen fully to suggestions to improve the training both in real time and for future cohorts.
  • Support the ongoing continuation of a learning community at the conclusion of the training, if desired by the participants.

Lead Facilitator: Mae Early is a writer, theatre artist, and educator who has facilitated arts education workshops for learners of all ages at schools, community centers, corporations, and nonprofits. Formerly the Resident Teaching Artist and Education Associate at Philadelphia Theatre Company, she is currently the Director of Education at Philadelphia Young Playwrights. Mindy has completed over one hundred and thirty hours of training at Lakeside Global Institute and has facilitated professional development sessions around the intersection of arts, education, and trauma-informed practice for Philadelphia Young Playwrights, Dancing Classrooms Philly, Philadelphia Music Alliance for Youth, Millersville College Summer Training Institute, Musicopia, the Kimmel Center, and Wilma Theater, to name a few.