Social-Emotional & Behavioral MTSS:

Building a Trauma-Informed System of Support

(rescheduled from May 5, 2026)

presented by

Ricky Robertson

October 22, 2026

8:30 – 3:00

Naperville NIU Campus

1120 E. Diehl Road

Naperville, IL 60563

Event partners are the Midwest Principals Center and the Illinois Association of Supervision and Curriculum Development

Description:  If it feels like your school is constantly reacting to behavior instead of preventing it, you’re not alone, and there’s a better way forward. Strategies alone don’t transform schools, effective systems do. A strong social-emotional and behavioral MTSS creates the conditions where students feel safe, connected, and ready to learn, and where educators feel equipped, not overwhelmed. In this workshop, participants will learn how to build a coherent, schoolwide system of support that is proactive, practical, and trauma-informed. We’ll ground the work in what we know about the prevalence and impact of adverse childhood experiences (ACEs) and explore a critical mindset shift: behavior as communication, not merely defiance.

Rather than continuing the cycle of putting out fires, educators will learn how to:

• Strengthen Tier 1 practices so fewer students need intensive support
• Respond to behavior in ways that regulate, connect, and teach
• Align supports across classrooms, teams, and systems

This session goes beyond theory. Through real-world scenarios, structured protocols, and collaborative planning, participants will leave with clear next steps to strengthen or build an MTSS that actually works in their context.

Target Audience:

• School and District Administrators
• School Counselors and Social Workers
• MTSS Coordinators and Behavior Specialists
• General and Special Education Teachers
• Instructional Coaches and Support Staff

Learning Outcomes: By the end of this workshop, participants will be able to:

• Understand how trauma and ACEs impact student behavior, engagement, and learning
• Shift from viewing behavior as defiance to understanding it as communication
• Identify and implement high-impact Tier 1 practices that improve outcomes for all students
• Apply evidence-based Tier 2 and Tier 3 supports within a trauma-informed MTSS framework
• Use collaboration protocols to strengthen team-based problem solving and collective efficacy
• Develop a clear, actionable plan to strengthen their school’s system of supports

Ricky Robertson is an educator, author, and consultant who partners with schools, districts, and state education departments across the country to create trauma-informed systems that foster resilience and success for staff, students, and families.  He co-authored Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach (Corwin Press), which outlines a trauma-informed MTSS framework recognized in the California Surgeon General’s Roadmap for Resilience as a best practice for supporting children affected by adverse childhood experiences (ACEs) and trauma. His latest book, The Other Teachers: A Guide to Psychological Safety Among Educators, explores the connection between psychological safety and collective teacher efficacy.  In recent years, Ricky has expanded his work to include collaborations with state and federal legislators to develop policies and initiatives that increase access to trauma-informed care in schools. He is also currently leading a research study on trauma-informed care in schools in partnership with Duke University’s Clinical Research Institute.  Ricky’s deep respect for young people and the educators who serve them continues to inspire his work. For free trauma-informed teaching resources, visit https://www.adlit.org/trauma-and-teaching, a partnership between Ricky, WETA, and the National Education Association.

The book, Building Resilience in Students Impacted by Adverse Childhood Experiences by Ricky Robertson, may be purchased and mailed to you as an option in the registration process.