The importance of being trauma-informed in educational practices has been well documented (Chafouleas et al., 2016) and is more relevant now than ever. Creating a sense of safety, connection, and empowerment are basic tenets of being trauma sensitive. How can you manage your classroom in a trauma-sensitive manner? These two strategies will help:
- Establish your teacher mindset.
Before working with a new set of students, I take the time to reset my teacher mindset: my beliefs about my students, my ability to reach and teach my students, my expectations for my students, and my commitment to meeting the needs of my students. I revisit my philosophy and my personal “why” when it comes to teaching. It helps to center my focus and ignites my passion for my work.
Checking our mindsets is especially important in order to meet the needs of students who have experienced trauma. They deserve our commitment and our intentional approach to ensuring that their needs are met. We must believe that we can provide them with the safety, empowerment, and belonging that are critical to their learning and that they have the potential for growth despite their experiences or circumstances.
- Encourage your students to reflect.
Ask students to respond to questions about their learning needs. For example, I ask my students to complete these three prompts (I also share some sample responses for clarity):
I learn best by . . .
I wish my teachers knew . . .
I wish my teachers would . . . because it helps me to learn.
These prompts are helpful in eliciting information that helps me to get to know my students (I have anxiety; I work after school; my father is very sick) and to identify ways to support students in their learning (I need several reminders about an assignment; I need to see something to help me understand it). It empowers the students and encourages them to be self-reflective, which lends itself to personal growth.
For younger students, focus on social–emotional aspects. Ask questions that encourage them to think about their emotions and the things the teacher can do to help students manage them. For example, ask students what calms them down after they’ve been feeling angry or upset. The key to making this strategy effective is to read the responses carefully and develop action items in your planning that address what you’ve learned about each student. When the students see you using this information, they feel safe, empowered, and connected.
These are just two examples of intentional strategies to get to know your students and meet their social–emotional needs in a trauma-informed manner. Consider how you will create a sense of safety, connection, and empowerment for your students!
By Amber Gentile, EdD
Dr. Gentile is an Assistant Professor of Education and Assistant Director of the Jordan Center for Children of Trauma and Domestic Violence Education at Cabrini University. With a background in counseling, teaching, and administration, she researches and shares best practices in teaching and learning.
References
Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health: A Multidisciplinary Research and Practice Journal, 8(1), 144–162.