Students’ experiences outside of the classroom impact their time in the classroom. As teachers, we must be aware of what children are dealing with outside of the classroom that they are bringing through our doors with them. Trauma is one factor that can impact a student in many ways.
Trauma is described as not having the skills to cope with an overwhelming event. It is something that looks different for each individual. Students who have experienced traumatic events are more prone to being in a survival mindset at school. This can impact how they interact with teachers and peers. It can influence how they perform academically and socially as well. Traumatic experiences early on for students can disintegrate their ideas of trust. This can make students feel like they have no one to turn to in times of need.
Traumatic experiences also play into classroom management. They can disrupt things like structure and self control. These are both needed in effective classroom management. For students lacking this, they will need extra support in the classroom. We need to be aware and not accusatory towards students. We need to be asking the questions, “What have you been through?” and “How can I help you?”
Extra support in the classroom.
Teachers must be aware of what every student is bringing into the classroom. Each student needs a different level of support. This is where trauma informed practice comes into play. These students need varying levels of support and stability. A classroom teacher may be the only one to provide this.
I feel as if these following components should be a focus in the classroom to support all students, especially those who have experienced traumatic events.
Creating a safe environment. This can be done in many ways. Students should feel comfortable in their school environment. To help set up this supportive environment, expectations should be clear, routines and procedures should be consistent, and structure should be created overall. These are important to create a sense of stability in the classroom.
Building relationships and connectedness. This may be difficult with those students who have a diminished sense of control. However, teachers must work to create a positive, personal relationship with each child. There must be opportunities given to students to create meaningful connections. These relationships should be modeled, and students should be encouraged and given the chance to create these meaningful relationships with trusted adults, as well as their peers.
Supporting and teaching emotional regulation. Some students may not have these skills, and they must be taught. Self regulation is very important skill and concept for students to gain. Teachers, especially at the early childhood level, should be implementing the use and modeling of these skills.
These three components should be implemented to help create a physical and psychological safety in the classroom for all students while providing rich academic experiences. Resilience should be taught to students.
It is vital to connect with students, especially while using trauma informed practice. Teachers should make students’ days meaningful when they’re at school. Students should be encouraged to be resilient, connect with others, and be provided with consistency and stability.
Miss Alex’s Classroom 