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It is a belief that our capabilities are not fixed or predetermined but rather grow over time with exposure and learning. In the face of a challenge, someone who believes that their ability can be improved will most likely perceive their effort as a meaningful tool to aid in their learning process. Additionally, any inconvenience or setback in the learning process is perceived as a guideline for where to go next to acquire the skill or knowledge presented. It is through this process that children develop the skill of persistence.

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When trying to interact with a child who has become disregulated, it is important to follow the three step process of regulate, relate and reason. First, a child must be brought down to an emotionally regulated state. Without this step, little to no progress will be made. Students need to feel safe and connected to the person talking to them. Adults also need to be regulated when entering these conversations. We need to consider our verbal and non-verbal cues.

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Regulation is the process through which our brain receives multiple stimuli from the outside world and processing it in order to help our body adapt for whatever our needs may be. Regulation begins by the types of associations our brain makes between our bodily functions and the stimuli from the outside world. Therefore, if a child experiences trauma in their outside world, their brain may associate certain experiences with negative reactions. On the opposite side, a responsive caregiver can create positive associations between someone's presence and stress levels. If these associations aren't developed properly, the older a student gets, the harder it becomes for them to change their associations.

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Establishing connections with families is a known cornerstone for student success. It requires us to be comfortable and accepting when interacting with families that are different from our own. Part of being accepting is moving away from the stereotypes and bias that society can place on families that come from adverse situations. Instead, they should be welcomed to a school community based on their strengths rather than the difficulties we think we may have with them. This closed mindset only sets up roadblocks to forming meaningful and lasting connections.

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Parents want to see their children succeed and thrive when confronted with any obstacle. However, we know that is not always possible. On the bright side, it is through failure that students build the skills necessary to get up and try again. With a supportive home structure, developing resilience comes quickly and naturally.

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One way is not necessarily the right way. 

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Success looks different for every student. Therefore, it makes sense that the road to success would look different for every child as well. Embracing student voice and choice allows students to forge a learning path that will fit their needs and strengths.

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Cooperative learning allows students the opportunity to work in a group in which all members have a purpose and role to play. This role setting gives each student an equal responsibility in the outcome. Therefore, students engage in meaningful discourse, agreements, disagreements and resolution development in order to complete a specific task. Since this is a student-driven model, students who have experienced trauma feel a sense of control over the outcome for their group. This model also has a significant impact on the learning environment as a whole making it feel more secure and welcoming for students who have experienced trauma.

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Self-management is how a student is able to set aside their thoughts and emotions in order to make decisions that are in the best interest of their goals and general well-being.

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SEL focuses on developing soft skills in the five major areas depicted above. Schools need to move toward a focus on educating the whole student for society rather than focusing on preparing students for the same track (college/ university). A successful SEL program works in conjunction with Positive Behavior Intervention Supports and Restorative Justice to create a full circle of support and learning through success, mistakes and everything in between.

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Our brains are built to thrive in small groups, especially in groups that are well connected. Therefore, our sense of belonging will either ease or trigger our stress response. There are several factors students can experience that will make them feel inferior relative to their same aged peers. The differential exists between most to least dominant. People on the least dominant side often find themselves frozen and reacting emotionally. Responses can be rigid and almost robotic. This dynamic can result in compliant behavior than is not necessarily based in truth. In order for students to thrive in our social interactions, we need to be aware of the power-differential that exists.

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While trauma-informed practices and SEL do have a lot in common, there do not serve the same purpose. A traditional SEL curriculum does not provide the intensity of support that children with trauma need. Despite this difference, many schools use SEL as a blanket intervention without making the appropriate modifications. These modifications go beyond just the curricular aspects. First, the school environment should be made up of staff members with the emotional stability to care for students in a consistent way. Second, students with a history of trauma usually lack the emotional regulation and identification skills that their peers have. They need support in regulation, processes and empathy. Finally, there needs to be enough buy-in from all major stakeholders. These supports need to be offered to students with consistency and fidelity in order for them to be successful.