Celina Pierrottet joined NASBE as a research and policy associate to support the school health portfolio. Her work involves analyzing and tracking state action, national research, and evolving issues to inform state board work. After earning a Master of Arts in Education from the College of William and Mary, Pierrottet spent six years in the classroom as a middle school and high school social studies teacher. As a teacher, she participated in multiple curriculum development projects, including interdisciplinary learning and competency-based instruction. As part of her transition to education policy, Celina earned a Master of Public Administration at George Mason University, researching trauma-informed teaching practices, supports for student mental health and wellness, and other school climate topics.
This analysis highlights ways states can embed trauma-informed practices in mandated teacher training and ensure that schools reduce the risks to teachers from STS.
The COVID-19 pandemic upended education as we knew it, disrupting the lives of students across the nation. No adult can fully understand what being a student during the pandemic has been like, which only reinforces the need for engaging students in pandemic recovery policy discussions. NASBE’s Student Engagement Collaborative, launching in August 2022, aims to […]