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Fostering Resilient Learners by Implementing Trauma Informed and Socially Just
Practices
Corresponding Author:
Jennifer L. Walton-Fisette, EdD
Director of Teacher Education
Professor of Physical Education & Sport Pedagogy
Kent State University
jfisette@kent.edu
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Abstract
Becoming trauma invested across K-12 educational systems has become exceedingly
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necessary over the past few years with much focus placed on the whole child and more
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recently, a global pandemic and national systemic and institutional racism. With more and
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more students experiencing trauma and being at a constant state of toxic stress, it is
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imperative that health and physical education teachers are not only knowledgeable about the
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signs and symptoms but can engage in preventative measures to minimize possible triggers of
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past or current traumatic experiences they encounter. Due to lack of funding, licensed
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counselors are limited within schools, leaving teachers to navigate students’ mental, social
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and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested
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due to the lack of emphasis in our teacher preparation programs and professional
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development opportunities. Thus, the purpose of this paper is to inform health and physical
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educators on issues related to trauma, toxic stress, the social inequalities and injustices that
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these students may encounter and strategies on how to foster resilient learners in physical
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education and health.
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Key Words: physical education, health, trauma, toxic stress
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Fostering Resilient Learners by Implementing Trauma Informed and Socially Just
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Practices
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Becoming trauma invested across K-12 educational systems has become exceedingly
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necessary over the past few years with much focus placed on the whole child and more
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recently, a global pandemic and national systemic and institutional racism. With more and
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more students experiencing trauma and being at a constant state of toxic stress, it is
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imperative that health and physical education teachers are not only knowledgeable about the
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signs and symptoms but can engage in preventative measures to minimize possible triggers of
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past or current traumatic experiences they encounter. Due to lack of funding, licensed
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counselors are limited within schools, leaving teachers to navigate students’ mental, social
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and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested
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(see Table 1 for definitions) due to the lack of emphasis in our teacher preparation programs
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and professional development opportunities. Thus, the purpose of this paper is to inform
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health and physical educators on issues related to trauma, toxic stress, the social inequalities
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and injustices that these students may encounter and strategies on how to foster resilient
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learners in health and physical education.
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As health and physical educators, we engage students in content areas that challenge
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their minds and bodies in ways in which traditional academic areas, such as math and
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language arts, do not. In physical education, it is a public domain that exposes students’
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bodies, physicality, and abilities (Fisette, 2011, 2013), which can often be embarrassing and
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lead to negative experiences for some students, whereas students who may struggle in their
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academic classes are able to flourish in this physical environment. In a health education
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setting, students are asked to learn about topics related to their wellness, feelings, drugs and
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alcohol, and sexuality education – all of which are personal to students. They may open up
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and share their personal feelings and experiences within this space or shut down, not willing
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to share.
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Despite how students feel about health and physical education, you will have students
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who are under toxic stress and have experienced trauma in their lives (see Table 1 for
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definitions). Do you have students that act out by yelling, shoving chairs, hitting lockers,
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talking back, or hurting themselves? Students who shut down, keep to themselves, fall asleep
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in class, do not do their work, or begin to not change clothes for physical education? Often
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times, these behaviors can be interpreted as students being defiant, disinterested, or resistant
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to learning, but for many of these students, their behaviors are displaying a need that is unmet
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– whether that is because they are facing high levels of stress or have experienced one or
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more traumatic events (National Institute of Mental Health, 2019; The National Child
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Traumatic Stress Network, 2019; Souers & Hall, 2016).
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Toxic Stress and Trauma
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The human body is created to deal with stress; that is, a certain amount of stress. We
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are born with a stress response system that can identify something harmful or upsetting to us
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(e.g., getting injured, getting cut off when driving, being late to school), which then releases
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hormones (e.g., adrenaline, cortisol) that gears us up to face the stressful situation by the
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fight, flight, or freeze response and eventually, we return to a state of homeostasis (i.e.,
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balance; Sciaraffa, Zeanah, & Zeanah, 2018). For many of us, we laugh it off or learn what
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we need to do to manage the situation when our stress level is elevated. However, when a
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person’s situation is not resolved or they cannot cope with what they are experiencing, they
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are in a state of toxic stress, which can be detrimental to one’s well-being. The sad reality is,
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toxic stress and trauma are real and prevalent, regardless of one’s age, social identity or
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personal circumstances, and will impact students’ growth and ability to learn (Souers & Hall,
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2019). As educators, it is our responsibility to provide learning opportunities for our students,
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whether those learning experiences align with national or state standards, a district
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curriculum, or specific unit and lesson objectives. However, if students’ needs are not first
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being met, they will not be in a space to learn, despite our valiant efforts (Souers & Hall,
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2016, 2019). Thus, we need to be trauma-informed to help meet our students’ needs.
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Spectrum of Trauma-Savvy Practices
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Becoming trauma-informed has become a primary focus for many school districts
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throughout the country over the past few years. Districts are offering professional
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development for teachers and staff to learn about trauma, Adverse Childhood Experiences
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(ACEs; e.g., divorce, abuse, neglect, violence; Felitti, Anda, & , Nordenberg, 1998), and
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strategies to help students that have experienced trauma (see Ellison, Walton-Fisette, &
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Eckert, 2019 and the remainder of the articles in this Feature Series). Although providing this
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professional development is a salient first step, it does not automatically mean that an
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educator becomes informed or knowledgeable on how to deal with trauma in an educational
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setting. Souers and Hall (2019) have developed a “Spectrum of Trauma-Savvy Practices” for
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educators to identify where they are on the trauma spectrum based on their own beliefs,
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philosophies, and teaching practices. Within the spectrum, Souers and Hall (2019) provide
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descriptors related to behavior, academics, attendance, relationship, responsibility, and
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regulation. In this article, the four categories and their definitions are provided:
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students and/or adults.
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Trauma-Inducing: a setting that not only lacks safety, but also is actively unsafe for
Trauma-Indifferent: A setting that does not take childhood trauma into
consideration in its policies and practices.
Trauma-Informed: A setting where stakeholders have acquired some knowledge
about childhood trauma and are versed in related strategies.
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Trauma-Invested: A setting where stakeholders have consented to act on their
knowledge, truly working together to enhance safety across the board.
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Like most continuums, the categories are not static or isolated as an educator can at times be
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trauma inducing and in other instances engage in trauma-informed practices. The goal of this
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feature series is to help guide health and physical educators to become trauma-informed with
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the hope that we can collectively work with our departments, schools and districts to create a
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trauma-invested educational space for all students. This also means that educators, programs,
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and districts need to consider whether their policies, procedures, and practices are anti-racist,
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equitable and socially just. For some students, particularly those who are marginalized, may
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face encounters in school that are trauma-inducing. We cannot focus solely on what trauma is
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and how to become informed without also addressing ways in which educational institutions
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may potentially be inequitable, socially unjust, and/or trauma-inducing (see the Lynch,
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Schneider, & McBean, 2021 article on Restorative Practices). For us to have a sense of where
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we are on this spectrum and to engage in practices that are trauma informed or invested, we
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first need to have awareness about who we are and how our personal beliefs and experiences
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may influence our teaching practices.
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Becoming Self-Aware
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A message many of us may have received in our pre-service programs was to “leave
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your personal life at the door when you walk into school.” Throughout my 12 years in higher
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education, particularly due to my teaching and scholarly focus on social justice, I have
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educated my students to do otherwise. Who you are and what you believe and have
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experienced will influence the decisions that you make as an educator – even though you may
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not realize the connections between the personal and professional. The most recent global and
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national events with the COVID-19 pandemic and overt exposure to systemic racism and
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White privilege are prime examples of how the personal and professional are connected.
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When we observe students’ behaviors, we tend to translate those behaviors and respond based
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on our prior experiences. That is, we tap into our “systems of meaning” on how to regulate
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and navigate challenges and issues; however, some of these systems of meaning could be
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founded in implicit bias or based from our own experiences with toxic stress and trauma. For
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example, researchers have found that marginalized students (e.g., non-white, economically
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disadvantaged, English Language Learners, special needs, LGBTQ+) face a higher level of
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discipline, decreased support, and increased bullying compared to non-marginalized students
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(Blitz, Anderson, & Saastamoine, 2016; MacIntosh, 2019). Although we may not intend to
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make decisions that could negatively affect these marginalized students, we may, which can
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be detrimental effect to them. Furthermore, we may get triggered by a student’s behavior or
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the trauma they are experiencing as it brings up a negative event that occurred in our own
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life. This may lead us to empathize and support the student or the opposite, because now we
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are re-experiencing our own toxic stress. At the end of the day, we are all human beings, but
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we are different in our identities, beliefs, experiences, as well as our responses to stress.
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Since we are tasked with having to educate and interact with individuals that are
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similar to and different from us, it is important for us to reflect on our social identities (see
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Table 2) and systems of meaning (see Table 3). In the social identity profile, you are being
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asked to share who you are and how you identify based on your personal frame of reference.
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People may make assumptions about your race, gender, religion, sexuality, etc. just by
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looking at you, without knowing who you are or how YOU identify. After you complete the
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profile, it is important to consider questions such as: Why do I identify in these ways? What
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has influenced my social identities? How am I privileged or marginalized based on my
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identities? How does the way I identify influence who I am as a teacher – in how I interact
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with students, the decisions I make and the way I teach? The questions in the “Systems of
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Meaning” task (Table 3) are posed for us to consider how we feel and potentially accept or
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judge others based on some of these identities and characteristics. Similar to the questions
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above, reflect on why you respond and feel the way you do and how this influences you as an
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educator. As a person who focuses on my social identity and issues related to social justice on
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a regular basis, I still need to consider my systems of meaning and address biases that I have
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when interacting and working with others. We are not immune to implicit biases and
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judgement so it is important for us to be aware of what they are so we can be cognizant as we
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engage with students and make decisions – both intentional or not – that can influence their
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learning experiences, how they feel about themselves, and how they feel within your
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classroom or gymnasium. For further self-reflective strategies and activies, read the K-12
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physical education (Sutherland & Parker) and the Physical Education Teacher
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Education/Health Education Teacher Education (PETE/HETE) (Ellison, Wynard, Walton-
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Fisette, & Benes) articles in this JOPERD Feature Series.
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Considerations to Foster Resilient Learners
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As we become more self-aware and observe and respond to students’ behaviors and
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experiences from a trauma-informed and socially just space, it is important for us to make
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intentional decisions and engage in practices that attempt to foster resilient learners. We need
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to offer hope and an ethic of care for all of our students, regardless of age, that they, too, can
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lead a happy, positive life. In our attempt to engage in such practices, it is important that we
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make decisions that allow students to feel safe, establish healthy and honest relationships
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with our students, identify ways that they can develop a level of responsibility, and guide
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them towards self-regulating their emotions and feelings (see Figure 1).
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Creating Physically and Emotionally Safe Spaces
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At school, students’ sense of physical and emotional safety can be affected in a
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myriad of ways. For example, students may be concerned with how they will access the
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building, if a teacher will not yell at them on a given day, if they will be treated differently
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because of the color of their skin, or if they will be called a fag by their peers. In physical
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education, physical safety may relate to not hitting another student with a racquet, not
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throwing a ball without another student looking, or having your shoelaces tied before
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running. In health, students’ emotional safety can be affected whether they feel safe asking
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for help or whether they are going to be judged based on who they are, what they say, and
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how they act.
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The type(s) of trauma students experience (or you!) may influence their sense of
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physical and emotional safety. How, then, do we create a culture of safety in your teaching
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environment, especially when we may or may not be aware of the traumas our students are
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experiencing? There is not a one-size fits all way of approaching this, although we certainly
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know that feeling safe is paramount when we want to depreciate our levels of anxiety, stress,
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and potential triggers (see Table 1 for definition). For students who are experiencing toxic
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stress and trauma, having a consistent and predictable environment is critical in feeling safe
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(Souers & Hall, 2016, 2019). Knowing the rules, routines, expectations, structure of the
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space, format of the teaching, and other salient pedagogical practices allow students to have a
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sense of what to expect, which helps decrease the level of anticipation and their anxiety. If
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the schedule is going to be altered for a day, inform the student(s) in advance. Furthermore,
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to get as many students feeling safe as possible, ask the students in each of your classes as to
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what it means to be physically and emotionally safe and for recommendations as to how you
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can establish an environment where they feel safe. Student voice is powerful as they often
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know what they need. Refer to the remaining articles in this Feature Series for specific
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strategies, models, and systems that can be implemented in physical education (Sutherland &
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Parker; Lynch, Schneider, & McBean), health education (Wynard, Benes, & Lorson) and
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PETE/HETE (Ellison et al.).
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Formulating Positive and Healthy Relationships
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At the core for many teachers, is an ethic of care (Noddings, 1984) for students.
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Whether this is demonstrated through the display of strong content knowledge, ability to
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manage a classroom/gymnasium, implementation of best teaching practices and willingness
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to connect and relate to students. For many students who experience toxic stress and trauma,
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the ability to have one person in the school, whether that be a teacher, staff member, or
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coach, that consistently demonstrates that they care for the student can make an important
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difference in their ability to engage and learn in school and have hope for the future (Souers
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& Hall [2019] call this person a “champion”). This, of course, can only happen if the student
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feels cared about. For some students who experienced trauma, they may have a difficult time
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trusting others or adults in particular, which will diminish potential opportunities to establish
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relationships. With health and physical educators, formulating salient relationships with
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students can be challenging considering how many students you may have in a given day or
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week. For example, elementary physical education teachers may have 500 students or more
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they teach a week, making it difficult to learn their names, never mind establishing rapport
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with the student. Yet, we know that knowing a student’s name is salient for them to feel cared
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about by a teacher.
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In an attempt to foster relationships with students, in addition to learning names,
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teachers can greet students as they walk into the gymnasium or classroom, give high-fives
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and fist bumps as they meet their goals, ask questions to the students to learn more about who
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they are, use non-verbal’s such as a smile or thumbs up to let them know you notice them,
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and attend their sporting, musical, or school events. If a student wants to share with you, find
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a way to make that interaction occur. In your teaching spaces, it is important to be consistent,
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predictable, maintain high levels of expectations, and to hold students accountable (Ellison,
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Walton-Fisette, & Eckert, 2019; Souers & Hall, 2016, 2019). Our systems of meaning, social
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identities, and past experiences in life will certainly influence our ability to connect and relate
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to students – some will be easier to connect with than others. We are not expected to have
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relationships with all students, although we are expected to provide fair and equitable
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learning opportunities for all students. For example, we can prevent ourselves from
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generalizing or labelling students based on a social identity or past experience with a sibling.
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For the students with whom we do not connect, teachers may find a “champion” in the school
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whom that student trusts and can relate to – the more we operate as a team, the closer we can
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formulate programs and schools that are trauma-invested. Moving beyond building
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relationships, Sutherland and Parker (2021) offer suggestions on how we can also build
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communities within our teaching and learning spaces.
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Developing Responsibility
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Responsibility, according to many teachers, can be demonstrated by bringing physical
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education clothes, having something to write with in health class, showing up to class on
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time, paying attention to the teacher, completing assignments and tasks, and following the
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teacher’s instructions. These examples relate more to students being compliant to rules and
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expectations; some of which are important! However, responsibility, according to Souers and
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Hall (2019), also focuses on a person’s mindset and how they feel about themselves. We
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often hear students (or even ourselves) question their knowledge (e.g., “I’m not smart and
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cannot learn about the body systems”) and ability (e.g., “I suck at basketball. I can’t even
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reach the rim when I shoot”) and generally put themselves down, especially when they
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compare themselves to others. In today’s internet-based, social media world, students
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consume many messages that they translate as to whether they are “good enough.”
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Deconstructing these societal messages can be hard for teachers, but part of our own
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responsibility as educators is to help students in learning who they really are and changing
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their self-concept, self-efficacy and level of competence to one that is positive (Souers &
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Hall, 2019). Thus, responsibility can be about compliance, but it is also about how a person
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feels about and perceives themselves. This has never been more central or important in our
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world than during the 2020 pandemic (COVID-19) that encompassed myriads of changes for
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our students, which is why developing responsibility in this manuscript will focus on how
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students think and feel about themselves.
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Depending on the grade level, health classes focus explicitly on self-esteem and self-
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efficacy, getting students to reflect on how they perceive and feel about themselves and why
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they feel this way (see the Wynard, Benes, & Lorson paper in this Feature Series for more
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information). In physical education, a student’s competency of skills, fitness, and tactics may
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influence how they feel about themselves as physical movers. Often times, especially in
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elementary and middle school, students struggle if they believe they are not skillful,
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successful, or competent in units of instruction taught in physical education. They may shut
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down, not change, bring in notes from home to not participate, or continue to try and meet the
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objectives of each lesson. This, of course, occurs in math or language arts; however, what is
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unique to physical education, is that the student’s performance is on public display –
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showcasing their level of competency in front of others. Most teachers will encourage their
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students to persevere, believing in their ability to achieve or overcome, yet, for many young
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people, they do not know how to navigate challenges they might encounter that may
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negatively affect their sense of self. Engaging in growth mindset and mindfulness activities
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would certainly benefit most students, especially those who have experienced trauma.
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Educating students on how to problem-solve, reflect upon their own behaviors and actions
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and taking careful consideration in what they say and how they say it can guide them to
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become more responsible, which will have significant influence as they interact with many
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others throughout their lives. The Teaching Personal and Social Responsibility model offeres
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physical education teachers with a framework as to how a curriculum and units of instruction
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can overtly emphasis these concepts for students (Hellison, 2011). Teaching such important
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concepts can only occur when the students are regulated – open to the idea of having a
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positive sense of responsibility. For some students who may not be able to self-regulate –
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whether in that moment or consistently in a physical or health context, we can use tasks, jobs,
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or other forms of activities to divert their attention away from the issue, such as asking a
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student to be the teacher helper, teach an activity to a team or group, or set up/break down the
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equipment at the start/end of class. We can continue to be transparent with our rules, routines,
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expectations, and projected outcomes; allow students to select partners or teams; and
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continuously offer hope and positive encouragement to all students, regardless of their own
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sense of self. We may not be able to connect with each student, yet we can certainly have
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impact simply by believing in them and encouraging them to succeed.
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Engaging in Self-Regulation
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At the beginning of this article, the stress response system was discussed and related
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to how students who are experiencing toxic stress or trauma are unable to get to a place of
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homeostasis. If a student cannot achieve balance in their stress response system, they will be
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unable to regulate their emotional or behavioral responses to situations that arise. Ultimately,
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our goal is help students develop a healthy response to stress so they can continue to grow
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and learn instead of being so negatively affected that they are unable to function or learn in
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health and physical education. When they are in that state, they may exhibit behaviors such as
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shutting down, displaying anger, or an inability to focus. If we have a sense of what is going
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on with the student before it escalates to a level where they are unregulated, we can use
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numerous strategies to get them into a regulated state. Some strategies may include: provide a
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stress ball; get them to sit/bounce on a stability ball; go to a carved out ‘safe space’ in your
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gym or classroom that may be dark, quiet, can rest or play some music; give them something
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to fidget with; and get them to move, even if it is not in the same capacity as the rest of the
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students in the class. Establishing rapport and relationships with our students will allow us to
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have insight and an awareness of our students’ behaviors to notice when they are off or
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altered. When a student is at a heightened state, using these techniques will not be helpful
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until they are able to get to an anxious or stressful place that is manageable. This might mean
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deflecting them from the situation, having them go to their safe person or “champion” in the
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school if it is not you, or working with the school counselor. As predictable as we want to
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make our classroom environments for our students, their behavior is not always predictable,
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which means we need to have the skills and ability to navigate these challenging behaviors in
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the moment when they arise.
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Concluding Remarks
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The purpose of this paper is to inform health and physical educators on issues related
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to trauma, toxic stress, the social inequalities and injustices that these students may encounter
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and strategies on how to foster resilient learners in health and physical education. What we
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have learned is that dealing with students’ trauma and toxic stress is hard. We may not feel
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we have the skills to manage it, we may be triggered by their experiences, and we may hurt
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and feel sadness towards them for what they are going through. All of these are real feelings
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that we should acknowledge. It is important for educators to engage in self-care and find
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ways to navigate these challenging and difficult experiences with students, so we do not
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experience secondary trauma (see Wynard, Benes, & Lorson’s paper for more information on
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self-care). We need to engage in activities that allows us to be (or become) regulated and in a
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positive and healthy place for all of our students day after day. We have to be beacons of
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hope for our students, so they see what is possible. We have the ability to make these
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possibilities a reality by creating classes, programs and schools that are equitable, socially
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just and trauma-invested.
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386
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Terms and Definitions Related to Trauma
Traumatic event: a shocking, scary, or dangerous experience that can affect someone
emotionally and physically. (National Institute of Mental Health)
Toxic Stress: When a person’s hormone levels are elevated, cannot return to a state of
homeostasis and cannot cope with what they are experiencing. (Sciaraffa, Zeanah, &
Zeanah, 2018)
Triggers: Something that informs us or makes us feel similarly to a negative experience in
the past.
Spectrum of Trauma Savvy Practices (based from Souers & Hall, 2019)
Trauma-Inducing: a setting that not only lacks safety, but also is actively unsafe for
students and/or adults.
Trauma-Indifferent: A setting that does not take childhood trauma into consideration in
its policies and practices.
Trauma-Informed: A setting where stakeholders have acquired some knowledge about
childhood trauma and are versed in related strategies.
387
Trauma-Invested: A setting where stakeholders have consented to act on their knowledge,
truly working together to enhance safety across the board.
Table 1. Terms and Definitions Related to Trauma.
388
17
Social Identities
Race
Gender
Class
Physical/Mental/Develop
mental Ability
Sexual Identity
Religion
Age
SOCIAL IDENTITY PROFILE
Examples of Social Identities
Black, White, Indiginous, Asian/Pacific
Islander, Latino/a, Native American, Biracial
Woman, Man, Transgender
Your Identity
Poor, Working Class, Middle Class, Owning
Class
Non-Disabled, Disabled, Hidden
Lesbian, Gay, Bisexual, Heterosexual,
Questioning
Catholic, Jewish, Protestant, Buddhist, Hindu,
Muslim, Baptist, Evangelical
Young, Old, Middle-Aged
Other
389
390
391
Table 2. Social Identity Profile.
18
•
•
•
•
•
•
•
392
393
394
395
Reflecting on Systems of Meaning
What is your comfort level with?
A person who is a different racial, • A person who practices a
ethnic or cultural group?
different religion than you?
A person who believes you are
• A person who is suicidal?
incompetent?
• A person who is loud and loves
A person who is openly
the attention of others?
judgmental and critical of others?
• A person who is obese?
A person who speaks a different
• A person who is always right and
language?
never asks for opinions?
A person with a physical
• A person who believes women
disability?
are not worthy of respect?
A person who is abusing drugs or
• A person who believes that abuse
alcohol?
is acceptable in certain situations?
A person who was raised in a
• A person who dislikes children?
different social class than you?
Table 3. Reflect on your Systems of Meaning. Adapted from Souers, K., & Hall, P. (2019).
19
Create physically and
emotionally safe spaces
Formulate positive and
healthy relationships with
students
Keys to Fostering
Resilient Learners
Develop student
responsibility
396
397
398
Guide students towards
self-regulation
Figure 1. Keys to fostering resilient learners.
20
Social Identities
Race
Gender
Class
Physical/Mental/Develop
mental Ability
Sexual Identity
Religion
Age
SOCIAL IDENTITY PROFILE
Examples of Social Identities
Black, White, Indiginous, Asian/Pacific
Islander, Latino/a, Native American, Biracial
Woman, Man, Transgender
Poor, Working Class, Middle Class, Owning
Class
Non-Disabled, Disabled, Hidden
Lesbian, Gay, Bisexual, Heterosexual,
Questioning
Catholic, Jewish, Protestant, Buddhist, Hindu,
Muslim, Baptist, Evangelical
Young, Old, Middle-Aged
Other
Table 2. Social Identity Profile.
Your Identity
•
•
•
•
•
•
•
Reflecting on Systems of Meaning
What is your comfort level with?
A person who is a different racial, • A person who practices a
ethnic or cultural group?
different religion than you?
A person who believes you are
• A person who is suicidal?
incompetent?
• A person who is loud and loves
A person who is openly
the attention of others?
judgmental and critical of others?
• A person who is obese?
A person who speaks a different
• A person who is always right and
language?
never asks for opinions?
A person with a physical
• A person who believes women
disability?
are not worthy of respect?
A person who is abusing drugs or
• A person who believes that abuse
alcohol?
is acceptable in certain situations?
A person who was raised in a
• A person who dislikes children?
different social class than you?
Table 3. Reflect on your Systems of Meaning. Adapted from Souers, K., & Hall, P. (2019).
Traumatic event: a shocking, scary, or dangerous experience that can affect someone
emotionally and physically. (National Institute of Mental Health)
Toxic Stress: When a person’s hormone levels are elevated, cannot return to a state of
homeostasis and cannot cope with what they are experiencing. (Sciaraffa, Zeanah, & Zeanah,
2018)
Triggers: Something that informs us or makes us feel similarly to a negative experience in the
past.
Spectrum of Trauma Savvy Practices (based from Souers & Hall, 2019)
Trauma-Inducing: a setting that not only lacks safety, but also is actively unsafe for students
and/or adults.
Trauma-Indifferent: A setting that does not take childhood trauma into consideration in its
policies and practices.
Trauma-Informed: A setting where stakeholders have acquired some knowledge about
childhood trauma and are versed in related strategies.
Trauma-Invested: A setting where stakeholders have consented to act on their knowledge,
truly working together to enhance safety across the board.
Table 1. Terms and Definitions Related to Trauma.
