The Whole Child
The Great and Powerful Dr. Roxanne James changed much of my view of education. Working with her for those years helped me grow and expand my skills as an educator, and frankly made me a better person. It was she who drilled into my head that “we don’t teach a subject—we build humans”. As my focus shifted to this paradigm, I felt myself becoming both more effective and more empathetic to the entire youth experience of my students. I was cognoscente of trauma informed education.
That’s what I want you to do, as well.
Coming off of Covid lockdown, we became painfully more aware of the trauma our students suffered socially from having been cut off from their friends and loved ones. Further, so many of our students lost people to the disease that we have seen far more grief-related mental and emotional problems.
Covid was only the symptom that put this topic into sharp view. Our students have been the unwilling victims to so much trauma through the years that we knew nothing about. In reality, just coming to school has been a success story for some of these young people.
We need to recognize and understand what our students are experiencing in and out of the school building, so that we can help them build themselves into the greatest human they can. In many cases, we are the only ones fighting for this future, so we need to fight hard.
Trauma Informed Education:
What types of trauma might your students experience?
This truly exhaustive list will have you hugging your own loved ones. The idea that some of the young people in our class are surviving is nothing short of a miracle. Here is a brief, incomplete list of the horrors that are facing our students:
- Physical or sexual abuse
- Food or housing insecurity
- Abandonment or neglect from caregivers
- The death of a loved one
- Witnessing domestic abuse or violence in the home
- Being in an automobile or other type of accident
- Witnessing or experiencing community violence
- Witnessing police activity of any kind
- Their own life-threatening illnesses or accidents
Trauma Informed Education:
What outward signs might you notice?
There are two different types of students who can present with trauma behaviors: When you first meet them, or while you know them. Some students enter our classrooms with behaviors or signs that they are already suffering from a traumatic event, while others experience very dramatic changes in their demeanor or behavior which might signal that something traumatic has recently occurred.
Changes in behavior
I personally consider this easier to “diagnose” as a trauma-related response, because the child will present quite differently than they have in the past. While it would take investigation to determine exactly what is happening, dramatic shifts in behavior, attitude or demeanor are a very obvious outward sign that an important, and troubling change has ensued. Look for the following:
- Withdrawal from others or activities
- Irritability
- Angry outbursts or periods of aggression
- Negative change in academic performance or interest
- Decreased attention span or interest in the subject matter
- Increase in absenteeism
- Abrupt changes in social behaviors or group
Initial observations
We’ve all had that kid that started the year with a big old chip on his shoulder. We’ve seen the girl in the back row slouching down with hair over her face. Those are excellent examples of students we might encounter who are surviving traumatic events in their lives. Since we don’t yet have a strong bond or relationships with the student, it might be harder to “crack that shell” to help them, but observing these things might help us get them the help they need much more quickly.
- Excessive anxiety, worry or fear
- Extreme negativity or aggression to authority
- Inability to socialize or make friends with peers
- Over- or under-reaction to stimuli such as fire alarms, lighting or sudden movements
- Repetitive thoughts or comments about death or dying
- Heightened difficulty to interact with authority figures
- Lack of interest in anything in the classroom
- Inability to make eye contact with others or engage in conversation
Trauma Informed Education:
Structuring Your Classroom To Support Students
So in the “melting pot” that is every single class period we teach, we will have students of all types. In any period of 30+ students, I submit to you that you have students seated in your room that are experiencing different types of trauma. At LeeLee’s school this year, for example, 12% of the students are homeless. Twelve percent. At our national CTSO conference this summer, there was a shooting on the street in full view of hundreds of our students.
It’s in your classroom, Boo Boo, whether you realize it or not.
Your primary job in all of this is to create an environment that will NOT further traumatize students. If nothing else, don’t do anything to add to their distress. In an effort to create a welcoming place for all students, consider the following steps:
1) Building a relationship
Hopefully, at this stage of your career, you recognize the importance of having good, working relationships with your students. You are not there to be their friend. Your position is much stronger and more powerful. You are consistent. Building these relationships will go a long way in helping students relax and start to heal from their trauma.
2) Building a safe space
This was the first week of school, and kids came into my classroom and simply melted into their chairs and desks. You could see the anxiety lift and the smile return as they made themselves comfortable in a place they knew was safe. Building this feeling takes time and effort, so be sure that you are consistently fair and calm with students. This persona will let them know how to behave in the room, as well as reassure them that they are in a place where there is no trauma.
3) Avoid “triggers”
This is much harder than building relationships and a warm place to land. It is extremely difficult to avoid all triggers in the classroom, simply because you don’t always know what the trigger might be for a student. For one kid it’s a slammed door, but for another it is the mention of “parents”. Avoiding triggers is quite a minefield, and absolutely can’t be mastered. What you can do is consistently watch students for signs that they are being triggered, and respond individually to that student to support their feelings and help them regain control.
4) Foster positive emotions
All students, but particularly those surviving trauma, need to learn how to focus on the characteristics that they have outside of the trauma. They need to learn to tap into their creativity, humor, kindness and especially their bravery to support their own healing. Positive affirmations to these students is extremely important, so they can build up their ability to “bounce back” when something upsetting happens to them.
5) Building resilience
Ultimately, we need to help our humans towards independence. This is particularly true for students who are surviving trauma—they need to be able to take care of their own mental and emotional health. We won’t always be there. Frankly, I’m only there 90 minutes every other day—nowhere near enough time to be sure they are strong enough to face the world outside of our classroom. Helping students respond to pressures and negativity will help them immensely in all parts of their lives. Building their self-confidence and resilience is the armor they will need to help themselves heal.
I Am Not A Professional, And Neither Are You
I am just a teacher. I am an exceptionally good teacher, fantastic at building relationships and helping students build up their self-confidence. You are, too.
But…alas…I am just a teacher.
I’m not their parent or family member.
I’m not a licensed therapist of any kind.
Many, many times, things are outside of my control. The concept of “trauma-informed teaching” is extremely important, and will help our students survive those things that they can’t control.
It isn’t a playbook for healing any individual kid. Being empathetic and vigilant in finding students who are suffering is not a license for us to offer therapy.
The single most important thing in trauma-informed teaching is knowing when to call in the professionals, and how to get the students the services they need.
It’s Exhausting
I would argue that the easiest part of my day is teaching. The actual subject matter, presenting information, overseeing work, grading, are all really easy and not particularly taxing to me.
Being a trauma-informed teacher, though, is the most exhaustive thing I do on the daily. Being mindful and vigilant watching the eyes of my students, searching for changes in behavior, identifying disturbing conversations, those things are exhausting.
But we are building humans. One brick at a time.
It’s the greatest job in the world. Good luck.
THANK YOU FOR READING THIS FAR!!!
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Resources
https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma
https://wmich.edu/sites/default/files/attachments/u57/2013/child-trauma-toolkit.pdf
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