Publications, Presentations, and Media Coverage

Brewton, A., Handy, M., Scott, L., & Williams, L. (2026)

Tend to your well-being: A trauma stewardship series [Workshop]

Clover New Orleans, New Orleans, LA

Brewton, A., & Whethersby, C. (2026)

From surviving leadership alone to healing together: How leadership and community care become an ethical mental health strategy—Reducing individual overload and invisible labor through sustainable leadership [Workshop session]

Together Toward Tomorrow: Mental Health & Crisis Intervention Teams Annual Conference, NAMI Mississippi, Hattiesburg, MS

Navigating the path toward sustainable school communities: Cultivating healing- and capacity-focused systems through student voice, SEL, and trauma-informed practices [Conference session]

25th Annual Hawaii International Conference on Education, Honolulu, HI

Self-efficacy as a mediator of trauma-informed attitudes and behavioral responses in school-based settings [Poster presentation]

AcademyHealth Annual Research Meeting, Seattle, WA

Chanin, J., Saleem, M., Francois, S., Swift, A., & Overstreet, S. (2026)

“I want to create change”: Youth participatory action research as critical service-learning

Teaching Sociology

“I didn’t think many teachers cared”: Using youth participatory action research with middle schoolers to advance trauma-informed practices in schools

The Journal of Trauma Studies in Education, 4(3), 180–195

Regulate to educate: Trauma-informed approaches for educator and student well-being

Louisiana Educators Rising Conference, Pineville, LA

Challenges associated with children’s exposure to trauma and the importance of fostering resilient outcomes among youth

Louisiana Statewide Children’s Advocacy Institute, Baton Rouge, LA

Cultural responsiveness and teacher–student relationships in urban charter public schools

Education and Urban Society, 58, 612–628

Understanding teacher characteristics and the teacher–coach alliance [Poster submitted for presentation]

Annual Convention of the American Psychological Association, Washington, DC

Akram, T., Beery, C., Santiago, R., Overstreet, S., & Baker, C. N. (2025, May)

Scoping review of youth self-report strengths-focused instruments in universal social-emotional/behavioral screening [Poster presentation]

Annual Meeting of the Society for Prevention Research, Seattle, WA.

Blackstock, C., Handy, M., & Marino, A. (2025)

Education as a protective factor: Partnering with schools to safeguard children [Webinar]

Court Appointed Special Advocates, Virtual

Navigating memories that stir the heart [Webinar]

United Way of Southeast Louisiana, Virtual

From trauma-informed to healing-focused classrooms: Helping students and staff grow through challenges and thrive together [Conference session]

Arkansas Mental Health Access for Pediatric Primary Care’s 2025 School-Based Symposium, Little Rock, AR.

Secondary traumatic stress among teachers: The impact of race and years of teaching experience

School Mental Health, 17, 506–511

Expanding the framework of childhood adversity: Structural violence and aggression in childhood

Child Protection and Practice, 4, 100092.

Supportive and structured teaching predicts classroom engagement in urban public schools serving predominantly Black students

International Journal of School & Educational Psychology, 13, 141–155

Interrater correlations among third- through eighth-grade student–teacher dyads [Poster presentation]

Annual Convention of the American Psychological Association, Denver, CO.

Chanin, J., & Saleem, M. (2025, March)

“It was honestly like magic”: Youth participatory action research as an intervention in traditional service-learning programs

Gulf South Summit, Nashville, TN.

Digging into trauma: Beyond the surface

National Educators Rising Conference, Orlando, FL.

Brewton, A. (2025)

Inner wellness workout: What’s in your soil? [Workshop].

New Orleans Youth Alliance’s Youth Participatory Quality Initiative Community of Practice Convening, New Orleans, LA.

Baker, C. & Burch, B. (2024).

Trauma-Informed, Healing-Centered Approaches to Expanding Mental Health Care in New Orleans Schools.

Presentation at the National Association of School Psychologists Annual Conference, New Orleans, LA.

“Coalition for Compassionate Schools”

Talk Dat, WBOK 1230 AM Radio

[Audio podcast]

Whole Child, Whole School: Designing and Installing Trauma-Informed Multi-Tiered Systems of Support.

Pre-Conference Session presented at the School Social Work Association of America Conference, Baltimore, MD.

Proactive behavior management: Prevention for escalating physical aggression in early childhood? [Poster presentation]

Annual Convention of the American Psychological Association, Seattle, WA.

Brewton, A., & Marino, A. (2024)

Whole school, whole child: Designing and installing trauma-informed multi-tiered systems of support [Conference session]

27th Annual National School Social Work Conference, Baltimore, MD.

The relationship between teacher burnout, emotional distress, and grade level [Poster presentation]

Annual Convention of the American Psychological Association, Seattle, WA.

Nestel, E., Berte, J., Overstreet, S., & Baker, C. N. (2024, February)

Decreasing absenteeism by increasing student perceptions of school safety [Poster presentation]

National Association of School Psychologists Annual Convention, New Orleans, LA.

Martin, I. E., Overstreet, S., & Baker, C. N. (2024, August)

Validating the Trauma Sensitive Schools Checklist [Poster presentation]

Annual Convention of the American Psychological Association, Seattle, WA.

Manigault, A. S., Overstreet, S., & Baker, C. N. (2024, August)

Self-efficacy as a mediator between teachers’ trauma-informed attitudes and positive behaviors [Poster presentation]

Annual Convention of the American Psychological Association, Seattle, WA.

Jones, S., Overstreet, S., & Baker, C. N. (2024, February)

Examining teacher use of coaching and trauma-informed practices [Poster presentation]

National Association of School Psychologists Annual Convention, New Orleans, LA.

Davis, C. R., Baker, C. N., Osborn, J., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2024)

Understanding teacher self-efficacy to address students’ social-emotional needs in the COVID-19 pandemic

Urban Education, 59(8), 2427–2457

An intersectional inquiry into safety for Black students [Poster presentation]

National Association of School Psychologists Annual Convention, New Orleans, LA.

Davis, C. R., Baker, C. N., Osborn, J., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative (2022)

Understanding teacher self-efficacy to address students’ social-emotional needs in the COVID-19 pandemic.

Sage Journals

Urban Education

Centering trauma-informed approaches in schools within a social justice and racial equity framework

Wiley Online Library

Psychology in the Schools

An examination of the associations among teacher secondary traumatic stress, teacher–student relationship quality, and student socio-emotional functioning

School Mental Health, 14, 213–224

Trauma-informed approaches to improve school safety

Compassion satisfaction, secondary traumatic stress, and burnout: A mixed methods analysis in a sample of public-school educators working in marginalized communities

School Mental Health, 14, 933–950

Centering trauma-informed approaches in schools within a social justice framework

Psychology in the Schools, 59, 2453–2470

Trends in teacher burnout in urban schools [Poster presentation]

Annual Convention of the American Psychological Association, Washington, DC.

New Orleans Trauma-Informed Schools Learning Collaborative. (2021)

COVID-19 impacts on educator well-being: A report from the Trauma-Informed Schools Learning Collaborative

The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching

School Psychology Review, 50, 491–504

Validation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale

Psychological Trauma: Theory, Research, Practice, and Policy, 13(5), 505–513

The experience of COVID-19 and its impact on teachers’ mental health, coping, and teaching [Symposium presentation]

Annual Convention of the American Psychological Association, Washington, DC.

Pandemic perspectives: Parent, teacher, and student-reported experiences of COVID-19 (J. Ogg, Chair)

Simon, K., Compton, S., & Overstreet, S. (2020).

Supporting and Educating Traumatized Students: A Guide for School-Based Professionals

The evolution of trauma-informed schools. In E. Rossen (Ed.)

COVID-19 recommended school responses to support teacher well-being. Evidence-Based Guidance for How Schools Can Respond to A National Mental Health Crisis in the Wake of COVID-19

Wittich, C., Rupp, C., Overstreet, S., Baker, C. N., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2020)

Barriers and facilitators of the implementation of trauma-informed schools.

Research and Practice in the Schools, 7, 33–48.

COVID-19 teacher impacts and recommended school responses

School suspensions: Identifying protective factors for urban Black youth exposed to community violence [Poster presentation]

Annual Convention of the American Psychological Association, Washington, DC.

OLA.com & The Times—Picayune (2019)

The Children of Central City

NOLA.com

Exploring the prevalence and interrelations of secondary traumatic stress, burnout, and compassion satisfaction in educators [Poster presentation].

Biennial Meeting of the Society for Research in Child Development, Baltimore, MD

Simon, K. A., Petrovic, L., Overstreet, S., & Baker, C. N. (2019, August)

The cost of caring: Predictors of compassion fatigue among urban public charter school teachers [Poster presentation]

Annual Convention of the American Psychological Association, Chicago, IL.

Saybe, M., Overstreet, S., & Baker, C. N. (2019, November)

Examining the relationships between neighborhood violence and the beliefs and behaviors of students attending open-enrollment schools [Poster presentation]

Annual Conference of the Louisiana School Psychological Association, Lafayette, LA

Saybe, M., Overstreet, S., & Baker, C. N. (2019, July)

Benefits of distance: An inquiry into the protective factors of attending open-enrollment schools for violence-exposed youth [Poster presentation]

International School Psychology Association Conference, Basel, Switzerland.

Petrovic, L., Simon, K. A., Overstreet, S., & Baker, C. N. (2019, March)

Examining teachers’ professional well-being: A validation study [Poster presentation].

Biennial Meeting of the Society for Research in Child Development, Baltimore, MD.

McIntyre, E. M., Baker, C. N., Overstreet, S., & the New Orleans Trauma-Informed Schools Learning Collaborative. (2019)

Evaluating foundational professional development training for trauma-informed approaches in schools.

Psychological Services, 16, 95–102.

Assessing the association between teachers’ emotional regulation strategies and self-efficacy [Poster presentation]

Annual Convention of the American Psychological Association, Chicago, IL.

Chafouleas, S., Koriakin, T., Roundfield, K., & Overstreet, S. (2018)

Addressing childhood trauma in school settings: A framework for evidence-based practice

School Mental Health, 11, 40 – 53.

Safe school NOLA offers hope to trauma-exposed students

Tulane News

New Orleans children need their schools to help them with trauma.

NOLA.com

Exploring the protective factors of attending schools outside neighborhoods of residence with high rates of violence exposure [Poster presentation]

International School Psychology Association Conference, Tokyo, Japan.

Baker, C. N., Bell, P., Gauthier, R., Overstreet, S., Whalen, K., & Moberg, S. A. (2018, March)

Using technology to support the implementation of multi-tiered systems of support for social, emotional, and behavioral problems [Symposium presentation]

15th International Conference on Positive Behavior Support, San Diego, CA

Integrating mental health assessment and supports into school-based tiered prevention models (W. Reinke, Chair)

Falk, M., Troeh, E. & Walsh, T. (2017)

Kids, trauma and New Orleans schools

New Orleans Public Radio

A new movement to treat troubled children as ‘sad not bad.’

Hechinger Report

Examining the impact of secondary traumatic stress on attitudes toward trauma-informed care [Poster presentation]

Annual Convention of the American Psychological Association, Washington, DC.

Petrovic, L., Overstreet, S., & Baker, C. N. (2017, April)

The effects of teacher secondary traumatic stress on the implementation of trauma-informed care [Poster presentation]

Biennial Meeting of the Society for Research in Child Development, Austin, TX

McIntyre, E. M., & Baker, C. N. (2017, August)

Trauma 101: Preparing your school for trauma-informed service delivery [Symposium presentation]

Annual Convention of the American Psychological Association, Washington, DC.

Whole school professional development as the foundation for trauma-sensitive schools (K. A. Simon & S. Overstreet, Chairs)

Baker, C. N., Overstreet, S., & Whalen, K. (2017, February).

Trauma-informed schools: The development and preliminary evaluation of a manualized curriculum [Symposium presentation]

National Association of School Psychologists Annual Convention, San Antonio, TX

Coaching teachers in Tier 1 SEB programs: State of the science (A. Holdaway, Chair)

Publications, Presentations, and Media Coverage

Brewton, A., Handy, M., Scott, L., & Williams, L. (2026)

Tend to your well-being: A trauma stewardship series [Workshop]

Brewton, A., & Whethersby, C. (2026)

From surviving leadership alone to healing together: How leadership and community care become an ethical mental health strategy—Reducing individual overload and invisible labor through sustainable leadership [Workshop session]

Brewton, A., Swift, A., & Lockley, A. (2026)

Navigating the path toward sustainable school communities: Cultivating healing- and capacity-focused systems through student voice, SEL, and trauma-informed practices [Conference session]

Manigault, A. S., Overstreet, S., & Baker, C. N. (2026, May/June)

Self-efficacy as a mediator of trauma-informed attitudes and behavioral responses in school-based settings [Poster presentation]

Chanin, J., Saleem, M., Francois, S., Swift, A., & Overstreet, S. (2026)

“I want to create change”: Youth participatory action research as critical service-learning

Chanin, J., Overstreet, S., Swift, A., & Francois, S. (2026)

“I didn’t think many teachers cared”: Using youth participatory action research with middle schoolers to advance trauma-informed practices in schools

Marino, A. (2026)

Regulate to educate: Trauma-informed approaches for educator and student well-being

Marino, A. (2026)

Challenges associated with children’s exposure to trauma and the importance of fostering resilient outcomes among youth

Phelps, C., Francois, S., Rice, K. G., Baker, C. N., & Overstreet, S. (2026)

Cultural responsiveness and teacher–student relationships in urban charter public schools

O’Hare, C., Overstreet, S., & Baker, C. N. (2026, August)

Understanding teacher characteristics and the teacher–coach alliance [Poster submitted for presentation]