You are here

Victoria Elaine Romero

Romero, Victoria

Victoria E. Romero taught elementary students in one suburban and two urban school districts, significantly improved the academic standing of two schools as a principal, coached administrators, directors, and school leadership teams for sustainable school improvement in five school districts.  She facilitated professional development for K-12 teachers on classroom strategies promoting student academic success, infusing multiple perspectives into regular curriculum, and establishing schoolwide and classroom management systems that promote autonomy, positive well-being and resiliency. She was a school improvement facilitator for Office of Public Instruction (WA) and the Everett Public Schools. Two of the four schools were recognized by the state for making significant academic gains.

Victoria is the lead author of Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole Staff Approach. She is currently working on a second book, tentatively titled Fostering Educator Resilience: Transforming Lives to Transform Systems. 

Victoria is currently an independent consultant for Corwin, specializing in facilitating staff  development and coaching leaders in managing the systemic implementation of trauma-sensitive strategies, tactics for supporting educator and student resilience; and coordinating trauma-sensitive multi-tiered support systems. She has worked with the West Des Moines Community Schools (IA); Contra Costa County Office of Education; Sacramento County Office of Education, Alaska Council of School Administrators, and Madrona PreK-5, Seattle WA.

Victoria, along with co-authors Ricky Robertson and Amber Warner, have presented their work at Corwin’s Annual Visible Learning Conference and Deep Equity Institutes, Glenn Singleton’s Courageous Conversations Institute, and Eddie Moore’s White Privilege Symposiums. She been a keynote speaker for the Washington Association of School Administrators and with Gary Howard, author of We Can’t Lead Where We Won’t Go.

Her website is


Building Resilience in Students Impacted by Adverse Childhood Experiences (2 or 4 Days):

Participants will deepen their understanding of the impact of ACEs and trauma on students’ learning and behavior. Research has shown that ACEs and trauma affect a child’s brain development, cognition, behavior, and social-emotional development. By building our knowledge of the impact of ACEs, we strengthen our “why,” or the reason that we engage in this work, while gaining insights that make us more effective school professionals. School-wide systems that engage the entire staff to create a universal culture of compassion and achievement can provide students with consistent support, structure, and nurturance.

  • Expand your capacity to foster resilience and success for your students and yourself.
  • Learn strategies for cultivating self-awareness, growth mindset, resiliency, and self-care
  • Develop multi-tiered strategies to support the behavioral, social-emotional, and academic success of all students, especially those impacted by ACEs and trauma
  • Develop action plans to implement a multi-tiered trauma-informed framework in schools


What People are Saying ...

"Ricky, Amber and Victoria delivered a three-day workshop and it was absolutely phenomenal. They were engaging and created a space where participants could dive into the material in a way that left them understanding not only how trauma effects our students but also inspired to make change. Several participants noted how it was the best professional development they have ever attended."

~ David Fendel, Coordinator of Social Emotional Learning, Contra Costa County Office of Education, CA