The Work No One Trains Teachers For — Educator Rebecca Newby on Trauma, Identity & Cycle Breaking

The Work No One Trains Teachers For — Educator Rebecca Newby on Trauma, Identity & Cycle Breaking

The Work No One Trains Teachers For — Educator Rebecca Newby on Trauma, Identity & Cycle Breaking | The Green Light to Be Great Podcast What if becoming the educator your students need has less to do with your training — and more to do with how honest you're willing to be with yourself? In this interview, host Raymond Omar Long sits down with Rebecca Newby — trauma-informed educator, writer, and founder of Hands of Nine — for a conversation about the inner work behind trauma-informed teaching. Rebecca rose from the classroom to assistant principal to principal of one of the highest-performing charter schools in Arkansas. But her story starts earlier: as a ninth grader who slipped through the cracks, attended five high schools in four years, and was reached by one teacher who asked her what she wanted to do with her life. Rebecca speaks about this work not as an observer, but as someone living it from the inside out. She and Raymond explore what it actually means to be a cycle breaker — and why, as she puts it, "the work starts with ourself." This conversation is essential listening for K-12 teachers, principals, assistant principals, instructional coaches, school counselors, and anyone serving young people who wants to hear honestly about identity, calling, and the emotional demands of education that no contract prepares you for. In This Episode: * Why becoming a cycle breaker starts with identity, not strategy * The difference between serving students and carrying the weight of "saving" them * Why schools should train educators the way hospitals train bedside manner * How "identity over outcomes" reframes the way educators measure their work * What teacher burnout reveals about unmet needs in the adults, not just the students * The role faith and lived experience play in how Rebecca approaches this calling * Powerful Moments: "The work starts with ourself." "See the beauty in the rough rose." "Systems don't save people. People serve people." About the Show: The Green Light to Be Great Podcast is hosted by Raymond Omar Long — Managing Partner of Long Impact Group, decorated combat veteran, and one of Arkansas' 250 Most Influential Leaders. Each episode unpacks the research, practices, and lived experiences that help schools and youth-serving organizations strengthen adult practice and emotional support. Grounded in neuroscience, developmental psychology, and SEL research, the Green Light to Be Great Framework helps educators build schoolwide emotional ecosystems where young people thrive. Resources Mentioned: Hands of Nine "The Rose That Grew from Concrete" by Tupac Shakur "Wings of Forgiveness" by India.Arie Connect with Rebecca Newby on LinkedIn and at Hands of Nine. Connect with Raymond Omar Long and Long Impact Group at longimpact.com [http://longimpact.com], and learn more about the Green Light to Be Great Framework and podcast there. If this episode moved you, please follow the show, leave a 5-star rating, and share it with a teacher, principal, or school leader who needs to hear it. Keywords: trauma-informed education, cycle breakers, teacher burnout, identity over outcomes, K-12 leadership, social-emotional learning, SEL, mental health in schools, restorative practices, school culture, instructional leadership, faith and education, teacher podcast, Raymond Omar Long, Green Light to Be Great, Long Impact Group.

What School Leaders Must Know About Adult Interpretation and Student Behavior

Student behavior is escalating across K–12 schools — and many leaders are asking why social-emotional learning efforts aren’t producing consistent results. This episode breaks down a critical, often overlooked factor in SEL implementation: Adult interpretation determines adult response. When educators misinterpret student behavior, responses become inconsistent, reactive, or punitive — even in trauma-informed environments. But when behavior is understood through a developmental and trauma-informed lens, adult responses shift — and so do student outcomes. In this episode, Raymond Omar Long explores how school leaders can strengthen Tier 1 supports by focusing on adult practice, not just programs. Grounded in neuroscience, trauma-informed education, and the Green Light to Be Great™ Framework, this conversation unpacks: • How interpretation shapes classroom behavior and discipline outcomes • Why consistency and predictability improve student regulation and engagement • How trauma and stress influence student behavior in real time • The shift from “What’s wrong?” to “What happened?” in school settings • How adult responses build — or break — psychological safety in classrooms For principals, assistant principals, instructional leaders, and district administrators, this episode provides a practical lens for improving: * School climate and culture * Student behavior systems (MTSS / Tier 1) * Social-emotional learning implementation * Staff consistency and adult regulation ABOUT THE GREEN LIGHT TO BE GREAT™ The Green Light to Be Great™ is a research-informed social-emotional framework designed for schools and youth-serving organizations that strengthens adult practice and emotional support. Rather than relying on isolated SEL programs, the framework focuses on what research consistently shows matters most: how adults respond to students throughout the school day. Grounded in neuroscience, developmental psychology, and social-emotional learning research, the Green Light to Be Great™ Framework helps educators, staff, and leaders build schoolwide emotional ecosystems that support: • Student engagement • Behavior and regulation • Attendance • Belonging • Readiness to learn The framework translates research into everyday adult practice by creating consistency in emotional support across classrooms, hallways, extracurricular spaces, and leadership structures. When emotional support is inconsistent, students often internalize stress, disengagement, or shame that can follow them into adulthood. By prioritizing early, predictable, and supportive adult responses, schools provide preventive care that strengthens long-term regulation, connection, and resilience. The Green Light to Be Great™ helps schools move from fragmented efforts to unified, sustainable social-emotional systems. ABOUT LONG IMPACT GROUP Long Impact Group partners with mission-driven human services organizations to deliver integrated social impact solutions that align people, programs, and strategy — from diagnosis through execution — so progress sticks and impact lasts. We don’t solve problems in silos. We take an integrated approach that connects: • Personal growth and leadership transformation • Organizational effectiveness • Program development and design • Implementation support When social impact solutions are integrated, results are stronger, systems are healthier, and impact lasts longer. Learn more at https://longimpact.com/greenlight/ [https://longimpact.com/greenlight/]

What School Leaders Must Know About Adult Regulation and Student Behavior

If student behavior keeps escalating despite your trauma-informed initiatives, this episode will challenge where you’re looking for solutions. Referrals are increasing. Teacher stress is climbing. And many districts are investing in social-emotional learning — yet disruption, disengagement, and escalation continue. In this episode, Raymond Omar Long speaks directly to school leaders about a foundational principle that often goes overlooked: Adult regulation shapes student behavior. Students spend nearly 16,000 hours in K–12 classrooms. That means adult tone, interpretation, and consistency are not minor variables — they are structural forces that shape school climate, instructional effectiveness, and long-term outcomes. Drawing heavily from What Happened to You? by Dr. Bruce Perry and Oprah Winfrey - this episode explores: • Why regulation must precede instruction • How trauma and chronic stress impact learning • Why interpretation determines adult response • How consistency builds psychological safety • Why schools function as part of a student’s “therapeutic web” For principals, assistant principals, deans, and district leaders implementing MTSS, strengthening Tier 1 supports, or building trauma-responsive systems in 2026 and beyond, this conversation reframes what sustainable improvement truly requires. Programs don’t regulate students. Adults do. And leadership sets the tone. Keywords: * social emotional learning framework * trauma-informed school leadership * adult regulation in schools * schoolwide SEL implementation * school climate and culture improvement * emotionally supportive classrooms * student engagement and attendance strategies * ACEs-informed education * trauma-responsive schools * schoolwide emotional regulation strategies * educator professional development SEL * whole child education framework ABOUT THE GREEN LIGHT TO BE GREAT™ The Green Light to Be Great™ is a research-informed social-emotional framework designed for schools and youth-serving organizations that strengthens adult practice and emotional support. Rather than relying on isolated SEL programs, the framework focuses on what research consistently shows matters most: how adults respond to students throughout the school day. Grounded in neuroscience, developmental psychology, and social-emotional learning research, the Green Light to Be Great™ Framework helps educators, staff, and leaders build schoolwide emotional ecosystems that support: • Student engagement • Behavior and regulation • Attendance • Belonging • Readiness to learn The framework translates research into everyday adult practice by creating consistency in emotional support across classrooms, hallways, extracurricular spaces, and leadership structures. ABOUT LONG IMPACT GROUP Long Impact Group partners with mission-driven human services organizations to deliver integrated social impact solutions that align people, programs, and strategy — from diagnosis through execution — so progress sticks and impact lasts. We don’t solve problems in silos. We take an integrated approach that connects: • Personal growth and leadership transformation • Organizational effectiveness • Program development and design • Implementation support We embed ourselves in your mission, align with your values, and work alongside your team to build the infrastructure, culture, and capacity needed for sustainable impact. Learn more at longimpact.com

When Adversity Is Constant, Support Must Be Everywhere — SEL Is a System, Not a Role

Ever leave school exhausted—not just from teaching, but from holding everything else your students bring with them? The anxiety. The behavior. The trauma. If you’re a teacher or educator who cares deeply about students but feels overwhelmed by the emotional weight of the job, this episode is for you. In this episode of Green Light to Be Great™, we explore why social-emotional support cannot rest on teachers alone—and why asking one classroom, one counselor, or one program to carry the load is setting everyone up to struggle. Host Raymond Omar Long sits down with Dr. Brandi Yarberry, a double board-certified child and adolescent psychiatrist, to unpack what’s really happening when students walk into school carrying ongoing adversity—and why educators are often left without the tools, clarity, or backup they need. Dr. Yarberry is the founder of New Hope Child Psychiatry Services, where she provides psychiatric evaluations and medication management for children and adolescents. Drawing from her experience working with schools, families, foster care systems, inpatient facilities, and juvenile justice settings, she explains how mental health needs show up in classrooms—often long before a diagnosis or referral exists. Together, they break down how adverse childhood experiences (ACEs) affect student behavior, attention, attendance, and learning—and why positive childhood experiences (PCEs) and consistent adult responses can make a meaningful difference. Rather than framing SEL as “one more thing for teachers to do,” this episode reframes social-emotional support as a schoolwide system—where responsibility is shared, expectations are clear, and collaboration with mental health providers supports teachers instead of overwhelming them. By the end of this episode, you’ll feel less alone, more grounded, and clearer about why support must be built around teachers—not placed on top of them. IN THIS EPISODE, YOU’LL LEARN: * Why teachers are burning out trying to meet emotional needs without a system * How ACEs show up in classroom behavior and learning * How PCEs and stable adult relationships help students regulate and engage * What “holistic care” really means in a school setting * When mental health assessments, group therapy, and medication management are appropriate * Why collaboration between schools and mental health providers matters for teachers * How schoolwide alignment protects both students and educators You care about your students—but you were never meant to do this alone. This episode offers teachers and educators a compassionate, practical lens for understanding student mental health without carrying it all themselves—and for advocating for systems that actually support the work they do every day. ABOUT THE FRAMEWORK Green Light to Be Great™ helps schools build social-emotional ecosystems where emotional support is shared, consistent, and embedded—so teachers can focus on teaching while students experience safety, belonging, and care across the entire school. CONNECT WITH RAYMOND & LONG IMPACT GROUP Learn more about The Green Light to Be Great and systems-based solutions for schools Follow Long Impact Group on Instagram Follow Long Impact Group on LinkedIn Click here [https://lp.constantcontactpages.com/sl/1qYGzOC] to join our email list and stay informed about upcoming episodes and seasons.

The Overlooked Role of Grief in Student Support

Keywords emotional support, youth development, emotional learning, child abandonment, emotional stunting, parenting, mental health, youth education, emotional intelligence, social support Summary This conversation explores the often-overlooked role of grief in student growth, examining how unrecognized loss can quietly limit emotional development and capacity. The discussion highlights why safe environments are essential for helping young people process grief and continue growing—socially, emotionally, and developmentally. The speakers also reflect on the role adults play in shaping emotional growth, emphasizing that children learn how to process emotions by watching the adults around them. When parents, educators, and caregivers model emotional awareness, regulation, and support, they create the conditions young people need to grieve, adapt, and grow in healthy ways. Takeaways * Not giving a young person the social or emotional support they need is kind of a form of subtle child abandonment. * We have a pandemic in the sense of young people being emotionally stunted as they enter into adulthood. * Emotional learning requires support; it's not just about curriculum. * Children learn emotions by watching adults. * Parents need to model healthy emotional behaviors for their children. * Emotional stunting can have long-term effects on young people's lives. * Supportive environments are crucial for emotional development. * The role of parents is vital in teaching emotional intelligence. * Healthy emotional expression should be demonstrated by adults. * Emotional learning is a continuous process influenced by observation. About Brianna Dodds [https://www.briannadodds.com/] Brianna Dodds is a licensed Marriage & Family Therapist (LMFT), Certified Trauma Therapist (CTT), dedicated to helping individuals and families navigate the hard and heart-work of healing. Brianna’s work is anchored in the belief that hope shouldn’t just be a concept — it should be a lived experience. Having worked extensively with individuals and families in trauma-focused settings, she specializes in grief, trauma, PTSD, women’s issues, relationship challenges, and more. She weaves clinical expertise with human empathy, guiding her clients toward lasting transformation. About Raymond Omar Long Raymond Omar Long is a mission-driven leader, social impact strategist, speaker, and systems builder whose work centers on helping individuals, organizations, and communities unlock their potential and build sustainable change. As Founder and Lead Impact Strategist of Long Impact Group, he guides mission-driven organizations to strengthen people, systems, and strategy — turning complexity into clarity and vision into tangible, lasting impact. His leadership is rooted in lived experience: overcoming adversity, redefining purpose, and building a life of meaning, discipline, and contribution. Raymond’s journey spans launching youth development initiatives, guiding major nonprofit growth, securing funding, and serving on influential boards and coalitions across Arkansas.  He’s been honored as one of Arkansas Business’s 40 Under 40, named among the Arkansas 250 Most Influential Leaders, and recognized for his work in hope-building and community advancement. Whether speaking on leadership, resilience, or social impact. Raymond empowers audiences to believe deeply, lead boldly, and act with purpose — inspiring transformation one voice, one vision, one village at a time.