About the Project


​The TREP Project was launched in 2016 with a policy brief on the educational consequences of the chronic toxic stress of living in high crime communities. The TREP Project works to develop the individual and organizational capacity of educators and schools serving children growing up in neighborhoods that have high levels of toxic stress, such as violent crime, concentrated poverty, concentrated foster care involvement, and housing instability.

Join leading educators who are utilizing trauma responsive educational practices to ensure that schools can address the negative psychological, behavioral, and academic impact of traumatic experiences on student development.


Micere Keels

Founding Project Director

Associate Professor, Dept. of Comparative Human

Development, University of Chicago 



Jamilah D. Bowden

TREP School Coach

Jamilah is a practicing Licensed Professional Counselor and Master teacher. She has skillfully taught students from Kindergarten through college-age, focusing on brain-based strategies and best practices. As a mental health counselor and trauma specialist, her most significant work has been with survivors of domestic and sexual violence, and with families in the immediate aftermath of violent loss. She now brings together over 20 years of experience serving children and families in underserved communities.

Stacy Williams 

TREP Project School Coach 

Stacy Williams is a career educator who understands children who are hungry, displaced, alone, experiencing loss, or afraid to play outside, have a hard time focusing on reading or math. As a School Coach with the Trauma Responsive Educational Practices team she holds a Professional Educator License, an MAEd in Trauma and Resilience, and draws on over 20 years of experience in K-12 settings to support educators facing this challenge. Prior to joining the TREP team, her career spanned preschool to adults, as an interventionist, classroom teacher, school administrator, district leader, instructional coach, and consulting on school improvement efforts with the Urban Education Institute. Her work and research interests have centered on addressing the needs of students of color and supporting schools to address challenges such as disproportionality in special education, exclusionary discipline, college and career access and becoming trauma responsive.

Alexandra Ehrhardt

Research Assistant

Alexandra's research focus revolves around adolescence experiences in contexts with a specific interest in underlying biological implications. The TREP Project will continue to kindle her curiosity as she continues her education at Wayne State University beginning Fall 2020. 

Ebony Hinton

Doctoral Student in the School of Social Service Administration and IES Fellow

Ebony's research interests involve the dynamics of the school-community relationship in urban neighborhoods. She hopes to learn effective ways that schools can be responsive to critical community needs as well as develop partnerships to strengthen and maintain such efforts.

Hilary Tackie

Doctoral Student in Comparative Human Development and IES Fellow

Hilary’s research is centered around a desire to make schools into empowering places for youth of color and ensuring a positive sense of belonging in school. She is interested in how trauma responsive educational

practices can be a method to support teacher-student


Nicholas Wilkins

Undergraduate Student in Germanic Studies

Nicholas has worked in education policy and organizing in Tennessee. He has also worked as a campaign manager and consultant for school board candidates. He is interested in how trauma responsive practices can benefit lower-income students.


womens board.PNG
Matthew and Luann Jacobs Family Foundation
The Hymen Milgron Supporting Organization
  • Grey Facebook Icon
  • Grey Twitter Icon

Contact us at info@TREPEducator.org

​© 2017 by EdTalk Project