Anna Paravano

Trauma Informed Interior Designer and EducatorGrowing @Home

Anna Paravano, MS is currently a lecturer at California State University, Northridge and co-author of the guide: Creating a Regulating Classroom Environment: A Guide for Trauma-Sensitive Educators, Brookes Publishing.

She is a professional interior designer with over 40 years of experience, plus over 30 years working as an adjunct college/university instructor and curriculum developer.

Anna became a late-in-life mom through adoption to a child with complex developmental trauma, autism and PTSD, Anna switched her life focus to become a trauma-informed parent in attachment theory/practice. Adding lived-experience to the practice of interior design, she specializes in teaching and training the implementation of trauma-informed design.

Her current project, Rethinking the Classroom Through a Trauma-Informed Lens, employs immersive tools and trauma-informed design principles to reimagine learning environments that support student success. This work was recently featured in the November 2025 Issue of Delve Magazine, Designing for Healing Section, presented to the Attachment and Trauma Network in February 2026 at The Learning Brain Exchange Conference, and along with her co-author will be conducting a workshop, Creating Places & Spaces that Foster Regulation and Resilience at Carpe Diem in April 2026.

Owner of Growing @Home – Providing training and information to create trauma-informed, person-centered places and spaces that promote a “felt” sense of safety, regulation, and resilience.

Wed Oct 28•4:00 PM – 5:00 PM

From Research to Implementation: Trauma-Informed Wellness Spaces in K–12 Schools

Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychol…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implem…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implementation of five trauma-informed wellness rooms across a K–12 system, each tailored to specific developmental stages. It translates trauma-informed principles into practical interior strategies, inclu…Students and educators face rising stress, anxiety, and dysregulation, yet most K–12 schools lack spaces designed for emotional regulation and psychological safety. This university led research and design project addresses that gap through the implementation of five trauma-informed wellness rooms across a K–12 system, each tailored to specific developmental stages. It translates trauma-informed principles into practical interior strategies, including calibrated lighting, intentional color use, spatial sequencing, and adaptable furniture systems to support well-being.Show MoreClick the title to see all detailsShow More

EDsession (60 minutes in classrooms)TRACK 4: Evidence, Impact & the Future of Practice — Research, systems, sustainability, and accountability

Kristin KingAssociate Professor, Program Coordinator, Interior Design, California State University, Northridge

Anna ParavanoTrauma Informed Interior Designer and Educator, Growing @Home

More Information

Tags:Group B

Allow Registration:No

Capacity Unlimited:No

Indicate how the topic is applicable to Health, Safety, Welfare (HSW) Design credits.:This presentation qualifies for Health, Safety, and Welfare (HSW) credit because it demonstrates how interior design decisions directly impact occupant well-being in K–12 educational settings. It highlights environmental strategies that support emotional regulation and psychological safety, connecting design interventions to health outcomes. The presentation examines how lighting, color, and spatial organization influence stress responses and student behavior. It further illustrates the application of trauma-informed design principles through the development of age-appropriate wellness spaces, emphasizing safety, inclusivity, and developmental responsiveness. By incorporating research, user input, and evidence-based design methods, the work underscores a rigorous, real-world approach to creating health-supportive environments. Overall, the presentation reinforces the designer’s role in protecting and enhancing occupant health, safety, and welfare.

Learner Engagement:This presentation is structured to actively engage adult learners by emphasizing participation, relevance, and application rather than a passive lecture format. Adult learning principles, including experiential learning, problem-solving, and peer exchange are integrated throughout each segment to ensure the content is meaningful and immediately applicable to professional practice. Part 1 – Problem Overview (10 min) Participants are invited to reflect on their own experiences in educational or workplace environments through brief prompting questions (e.g., “Where have you seen design impact behavior or stress?”). This activates prior knowledge and positions attendees as contributors to the discussion. Part 2 – Research Framework (10 min) Rather than presenting research passively, key concepts are introduced through guided interpretation. Attendees respond to quick polls or visual comparisons (e.g., before/after spatial conditions) to analyze how trauma-informed principles and evidence-based strategies manifest in design. Part 3 – Implementation Case Study (15 min) The five wellness rooms are presented as applied examples, with intermittent pauses for audience input. Participants are asked to predict design outcomes or identify strategies before they are revealed, reinforcing critical thinking and knowledge retention. Part 4 – Interactive Exercise (15 min) This is the primary engagement component. In small groups, participants work through a real-world school scenario and collaboratively develop design responses related to lighting, color, spatial organization, and sensory regulation. This problem-based activity supports peer learning, allows participants to apply concepts in context, and encourages discussion of multiple approaches. Part 5 – Takeaways (10 min) The session concludes with a synthesis activity, where participants are asked to share one actionable strategy they can implement in their own work. This reinforces knowledge transfer and ensures the content is directly relevant to their professional practice. Overall, the presentation leverages active participation, discussion, and applied problem-solving to align with adult learning principles, fostering deeper engagement and practical understanding beyond a traditional lecture format.

Learning Objective 1:Identify environmental design strategies that support emotional regulation and psychological safety in K–12 educational settings. (HSW)