Trauma-Informed Practice in Montessori Classrooms provides important historical and contemporary evidence of the potential for Montessori schools to act as “healing” environments for children and young people. Drawing upon fascinating archival evidence and contemporary trauma theory, it shows how authentic Montessori schools already have the infrastructure to promote and embed trauma-informed practice (TIP) in their classrooms.

The book provides cutting-edge, interdisciplinary knowledge on trauma and highlights its potential to negatively impact the emotional, social, and cognitive functioning of children and young people. It explains clearly and precisely the principles of TIP and how historically, these were woven into the fabric of the early Montessori schools, resulting in their reputation as “Case della Salute” or “Health Homes.” The book shows how this almost forgotten “healing” element of Montessori schools can be revived, harnessed, and promoted in ways that would benefit the overall health and well-being of children and young people.

This timely book is highly informative, hugely practical, and reader-friendly. It includes features such as boxed chapter objectives, learner outcomes, vignettes, chapter summaries, and questions for group discussion. It provides an invaluable guide for Montessori teachers and students, for home educators using the Montessori approach, and for non-Montessori educators and parents.

Bernadette Phillips is based at Maynooth University, Ireland, and has authored several titles on Montessori, trauma, and trauma-informed practice (TIP).

Catriona O’Toole is a Chartered Psychologist and Associate Professor at Maynooth University Department of Education.

Sinéad McGilloway is a Professor of Family and Community Mental Health and Founder Director of the Centre for Mental Health and Community Research at Maynooth University in Ireland.

Stephen Phillips is an Independent Researcher who has co-authored four books on Montessori and human development.