Rachelle S. Savitz is an associate professor in the Department of Literacy Studies, English Education and History Education in the College of Education at East Carolina University in Greenville, North Carolina. Britnie Delinger Kane is an associate professor of literacy education in the Zucker Family School of Education at The Citadel in Charleston, South Carolina, where she also serves as the department head.

• Contents (Tentative)ForewordAcknowledgments1. IntroductionWhat Is Trauma?Trauma in SchoolsHow Does Trauma Influence Learning?How Can Schools Become More Supportive Places?The Purpose of This BookWho are We and Why are We Writing This Book?2. Three Pillars of Trauma-Sensitive Literacy InstructionThe Research Base for This BookFive Pillars of Trauma-Sensitive Literacy Instruction: A Framework3. Curating Appropriate, High-Quality Literature in TSLIWhat Does Literature Have to Do With It?Curating Novels to Build Classroom LibrariesConclusion4. Critical Dialogue and Discussion in TSLIDialogic Teaching and Critical Literacy Practices5. Using Writing in TSLIWhat About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma?Teaching Writing in Trauma-Sensitive Ways: A VignetteConclusion6. Critical Inquiry in TSLICritical Inquiry as a Trauma-Sensitive Literacy PracticeGuiding Principles for Designing Units of Trauma-Sensitive Critical InquiryConclusion7. Hot Moments—Teacher Self CareHandling "Hot Moments"The Emotional Labor of Teaching, Compassion Fatigue, and Compassion SatisfactionConclusionReferencesIndexAbout the Authors

"The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors…. They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."—CHOICE"(A)n approachable, actionable, and relevant reference for literacy instructors."—Teachers College Record