For this webinar series, participants will automatically be enrolled in all 5 sessions.


  • Noelle Colbert, M.Ed.
  • Lisa Kingkade, LMHC, M.Ed.

Schools play a significant role in supporting the health and well-being of children. In a trauma-sensitive school, all aspects of the educational environment are grounded in an understanding of trauma and its impact and are designed to promote resilience for all. By the end of this series, participants will have a roadmap for adopting a trauma-sensitive approach in school or district wide.

To receive PDPs and CEUs, participants must attend all 5 sessions and successfully pass a quiz following Session 5. Following the live webinar, registrants will be emailed a link to view the recorded webinar. The recording will be made available for 7 days after each session.

A significant percentage of students have been or continue to be exposed to potentially traumatic/adverse experiences. Exposure to trauma in childhood can significantly disrupt the child’s development of core social—emotional competencies. In this session, participants will leave with a broad understanding of trauma and its impact on a child’s ability to regulate emotionally and behaviorally, problem solve, and execute prosocial skills.

Schools play a significant role in supporting the health and wellbeing of children, staff, and families. Without knowledge of trauma and its impact, we are at a greater risk for potentially misunderstanding, misidentifying, or over-looking student’s trauma-related behaviors. In this session, participants will leave with an understanding of how trauma can directly affect a student’s experience in school and how promoting a positive school climate will improve academic, and social emotional outcomes for students, staff, and families.

A trauma-sensitive school is one in which all aspects of the environment are grounded in an understanding of trauma and its impact and are designed to promote trust, compassion, and resilience for all. In this session, participants will leave understanding the core principles of a trauma-sensitive school, key reasons schools and districts are adopting the principles and how to support staff development.

Implementing a schoolwide approach in which all members of the school community are involved will yield the greatest successes for all school community members. It is important, however, to take the time to assess your school’s readiness and effectively roll out the components. In this session, participants will have an opportunity to assess school/district readiness of a trauma-sensitive approach and develop goals and actions for implementation.

As schools are making great strides implementing a trauma-informed approach to caring for students, the emotional distress that educators experience when working with traumatized students is still widely overlooked. This session will explore Compassion Fatigue and ways to care for yourself, as well as ways to be aware of the warning signs..

About the SpeakerS

Noelle Colbert, M.Ed., has over 20 years of experience as an educator and administrator in both urban and suburban school districts. Noelle offers expertise in creating structures and systems that support a strong MTSS framework. She has worked with district teams to optimize data-driven planning, setting focused goals for tiered I, II, and III supports along with methods to progress monitor across the areas of academic, behavioral, and social-emotional skills. Her experience includes assisting teams implementing a multi-tiered approach of evidence-based systemic practices to support student needs across all areas of education: academic, behavioral, and social-emotional. She has offered professional development in such areas as strategic plan building; creating effective leadership teams; building a trauma sensitive school climate, embedding social emotional practices in the classroom, inclusive practices, and co-teaching; and using data to match effective interventions to meet student needs. In addition, Noelle has on the ground training in vicarious trauma and supporting educators with tools to minimize burnout.

Lisa Kingkade, LMHC, M.Ed., is the Director of Social Emotional Learning for Milford Public Schools. She also serves as the District McKenny Vento/Foster Care Liaison; 504 District Coordinator and Civil Rights Coordinator. Before working for the Milford Public School system, Lisa worked as a licensed mental health counselor at Wayside Community Counseling Center with a focus on children and trauma. She also served as a domestic violence advocate/ bilingual counselor with the Milford Police Department. She has worked for Milford Public Schools for the past 20 years in various roles from adjustment counselor at Milford High School to Assistant Principal of Stacy Middle School, Assistant Principal of Woodland and has been in her current role for 7 years. Lisa serves on the YMCA Board of Incorporators, Hockomock Area YMCA Child Protection Committee, CHNA6 Steering Committee and  Wayside Youth and Family Communication & Development Committee Meeting.

Participants must attend all 5 sessions, either live or recorded, to receive PDPs and/or CEUs. If you are not eligible for PDPs and/or CEUs, you may apply for a Certificate of Attendance.

Membership Information

Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.

PDPs and CEUs

MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.

Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.

To receive PDPs and CEUs, participants must pass the quiz.

Event Cancellation Policy

If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at, one business day before the webinar.

For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at with any questions regarding registration.

  • Enrollment in this course closed on 12/08/2023.

If you are seeking to receive CEUs and/or PDPs, please click Register Now. Once you complete the webinar series, you will be able to take quizzes for CEUs and/or PDPs. Upon completion of each quiz, you will receive a certificate.

All sessions are 12:00 pm – 2:00 pm.

  • Session 1: December 8, 2023, Understanding Trauma and its Impact
  • Session 2: January 12, 2024, Recognizing the Effects of Trauma on Students, Families, School Staff, and Communities
  • Session 3: February 9, 2024, Building a Trauma-Sensitive School Climate
  • Session 4: April 26, 2024, Implementing a Schoolwide Trauma-Sensitive Approach in a Multi-Tiered System
  • Session 5: May 10, 2024, Compassion Fatigue and Secondary Trauma