Creating Equity-Focused, Healing Centered Classroom and Schools

Creating the conditions for ALL learners to thrive is not only about developing the awareness, knowledge and skills around a broad set of factors that influence the learning environment, it is also about developing a keen personal awareness around our own biases and limiting belief systems. While research exposes the existence of systemic inequities impacting students of color and students with special needs, these “systems” can only be changed by a fundamental shift in how each of us sees and responds to the youth we serve on a day-to-day basis. Based on this belief, this course asks students to not only work to acquire the knowledge and skills necessary, but to engage in mindful awareness practices and courageous conversations designed to uncover the ways we unconsciously underserve some students. Central to the course is how restorative approaches weave together SEL, trauma informed practices, and mindfulness to create equitable and healing centered learning environments for all.

When: This is an intensive 3-week course:

  • Online July 27th-July 31st
  • In-Person August 3rd-August 7th – 9AM to 3:30PM
  • Online August 10th-August 14th

You will have access to the online classroom on approximately 6/24 to get a head start.

To enroll in this course:

If you are a matriculated or accepted student use KnightVision to register online.

If you are not, fill out this registration form and email to or fax to 802.654.2690 or mail to: Saint Michael’s College, One Winooski Park, Box 3, Colchester, Vermont 05439

This course is the second course in a 3-course Holistic Restorative Education Certification Program. Email for more information.


Achievement Based Objectives

  • Develop a deeper understanding of Culturally Responsive Teaching (CRT)
  • Build a stronger sense of self-identity through contemplative practices
  • Acknowledge the role of trauma in ourselves and in our communities. 
  • Define: trauma, culturally-responsive teaching, the four I’s of oppression
  • Experience, facilitate and participate in collaborative practices that build equity of voice
  • Enhance one’s own experience of dignity and find ways in which dignity violations impact us and others.
  • Engage with a variety of texts that interweave racial awareness, bias, -isms & -phobias, trauma, and healing. 
  • Practice community agreements that create healing centered spaces 
  • Understand the links between and deepen interpersonal skills such as: deep listening, compassionate speech, conflict resolution.
  • Navigate staying engaged in difficult conversations. 
  • Build a practice of emotional awareness.
  • Develop final learning project
  1. Brown Brené. (2015). Daring Greatly: How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. London, England: Penguin Books Ltd.
  2. DeWolf, T. N., & Geddes, J. (2019). The little book of racial healing: coming to the table for truth-telling, liberation, and transformation. NY, NY: Good Books.
  3. Hammond, Z. (2015). Culturally responsive teaching and the brain: promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
  1. Pursuing Social and Emotional Development Through a Racial Equity Lens
  2. Emotional Granularity
  3. When Schools Cause Trauma
  4. Microaggressions

This is an intensive 3-week course set up so that you will be part of the class online for a week (July 27th-July 31st) while you read required texts and do the assignments. The following week (August 3rd-August 7th) we will meet for a full week in person from 9AM to 3:30PM for in-class experiential work and reflection. The following week (August 10th-August 14th) will be spent online as participants complete and sharing their final assignments and learning project. You will have access to the online classroom on approximately 6/24 to get a head start.

  • Learn and practice mindful awareness activities 10-20 minutes a day.
  • Log on to before 7/1 to become acquainted with how it works, review syllabus, and ask questions about course.
  • Log on to routinely to check class announcements.
  • Complete required reading assignments and classwork for the 7/1–7/5 online class portion.
  • Complete a learning project during the 7/15–7/19 online portion of class.
  • Complete a course evaluation.
  • Attend every in-person meeting.