BOOK REVIEW Trauma-Informed Practice in Montessori Classrooms: An Essential Guide for Students and Teachers
DOI:
https://doi.org/10.17161/jomr.v12i1.25359Schlagwörter:
Montessori, Trauma-informed practice, Childhood Adversity/Trauma, EducationAbstract
Over the past three decades, practitioners across several fields have begun to center conversations about the impact of trauma in their work. Trauma-informed practice (TIP), a term first coined by Harris and Fallot (2001), was developed to design systems, structures, and environments that honor the whole person and prioritize their autonomy and strengths in the service of healing. In educational environments, this requires uplifting conversations that examine the school’s potential to operate as a sanctuary for restoration or, should institutional practices remain unscrutinized, as an inadvertent source of further harm for children and families. Recognizing Montessori education’s potential contributions to the field of trauma-informed practice, authors Bernadette Phillips, Catriona O’Toole, Sinéad McGilloway, and Stephen Phillips penned Trauma-Informed Practice in Montessori Classrooms: An Essential Guide for Students and Teachers.
Literaturhinweise
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Copyright (c) 2026 Katie Kitchens, PhD, Colleen Wilkinson
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