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Episode 168 - Dr. Lisa Butler and Janice Carello: Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

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Episode 168 - Dr. Lisa Butler and Janice Carello: Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

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Episode 168 - Dr. Lisa Butler and Janice Carello: Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

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University at Buffalo School of Social Work - inSocialWork

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University at Buffalo School of Social Work

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Episode 168 - Dr. Lisa Butler and Janice Carello: Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

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The Research Files Episode 57: Trauma informed practice in schools by Teacher Magazine (ACER)

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The topic for this episode is something we’ve had a lot of requests for – trauma informed education practices. Studies show that exposure to trauma in childhood is widespread. Our guest today is Dr Emily Berger, an educational and developmental psychologist at Monash University here in Melbourne. We’ll be talking about some of the terminology, the benefits of trauma informed practice in schools (for all students), and different approaches to creating trauma informed classrooms. 

Guest: Dr Emily Berger
Host: Jo Earp
Sponsor: YSoft be3D eDee

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Episode 33: Joe Brummer - Trauma Informed Educators Network Podcast

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Episode 33: Joe Brummer - Trauma Informed Educators Network Podcast

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Joe has been the victim of two separate violent anti-gay hate crimes and what began as a personal healing response to the trauma, he has transformed into professional involvement in the field of community and restorative justice. Since 2010, Joe has actively helped schools implement peer mediation programs and school-wide restorative practices. As a private consultant beginning in 2015, Joe has designed a trauma-informed approach of restorative practices and infused this model in schools.

Joe has recently authored "Building a Trauma-Informed Restorative School, which is an amazing resource!

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Trauma Informed Educators Network Podcast - Episode 33: Joe Brummer - Trauma Informed Educators Network Podcast

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Joe has been the victim of two separate violent anti-gay hate crimes and what began as a personal healing response to the trauma, he has transformed into professional involvement in the field of community and restorative justice. Since 2010, Joe has actively helped schools implement peer mediation programs and school-wide restorative practices.

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EP142 A crash course on trauma-informed teaching

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EP142 A crash course on trauma-informed teaching

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ANGELA WATSON'S TRUTH FOR TEACHERS

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Truth For Teachers - A crash course on trauma-informed teaching

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This week on the Truth for Teachers podcast, I'm giving you an overview of and a solid foundation for understanding trauma-informed teaching practices. You'll learn ways that trauma impacts students and what we can do to support kids without carrying the weight of that trauma ourselves.

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The Happy Teacher Revolution with Danna Thomas

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The Happy Teacher Revolution with Danna Thomas

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Trauma Informed Education with Dr. Kay Ayre

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The Happy Teacher Revolution with Danna Thomas by Trauma Informed Education with Dr. Kay Ayre

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In this episode, we interview Danna Thomas from The Happy Teacher Revolution. Danna is the founder of the Happy Teacher Revolution network - aimed at organizing support groups for teachers in the field of mental health and wellness to increase teacher happiness, retention, and professional sustainability. With teachers are asked to give so much in terms of time, money, and emotional capacity, the Happy Teacher Revolution network aims to support teachers to strike a balance between excellent teaching and personal sustainability.

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Recent research “has not only chronicled the existence of intergenerational trauma but has
demonstrated some of the epigenetic, molecular, and biochemical mechanisms responsible for such
transmission” (Levine, 2015: 161)

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Trauma-informed practicein schools: An explainer

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Trauma-informed practicein schools: An explainer

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Five approaches for creating trauma-informed classrooms

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Five approaches for creating trauma-informed classrooms

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A trauma-informed approach to understanding and managing traumatised children and young people’s behaviours.

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How trauma experiences manifest in the classroom: 

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How trauma experiences manifest in the classroom: 

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Sudent perspectives on how trauma experiences manifest in the classroom: engaging court-involved youth in the development of a trauma-informed teaching curriculum. Children and Youth Services Review, 38, 58–65. https://doi.org/10.1016/j.childyouth.2014.01.013

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TRAUMA-INFORMED FLEXIBLE LEARNING: CLASSROOMS THAT STRENGTHEN REGULATORY ABILITIES

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TRAUMA-INFORMED FLEXIBLE LEARNING: CLASSROOMS THAT STRENGTHEN REGULATORY ABILITIES

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There are Five Guiding Principles of Trauma Informed Care (Fallot & Harris, 2006)

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There are Five Guiding Principles of Trauma Informed Care (Fallot & Harris, 2006)

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Roger D. Fallot, Ph.D. and Maxine Harris, Ph.D.

Stop Asking: What's wrong with that person? and begin to think and ask “What has happened to this person?”

Safety—Ensuring physical and emotional safety for clients and staff

Trustworthiness—Maximizing trust, ensuring clear expectations and consistent boundaries

Choice—Making patients choice and control a priority

Collaboration—Sharing power with patients, working together

Empowerment—Making patient empowerment and skill building a priority

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Training for you in and around your area on complex trauma, trauma-informed care and vicarious trauma

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In this research review podcast, we review the journal article "Trauma Informed School Programming: Applications for Educators and Mental Health Professional Partnerships". The article is written by Brenda Morton and Anna Beradi from the George Fox University. You can find the full reference to the article in our show notes. The article examines the challenges and conceptual shifts required by educators to ensure effective and sustainable implementation of trauma-informed school partnerships. For the reference to the journal article discussed, check out the show notes at www.tipbs.com

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‎Trauma Informed Education: Successful School Partnerships on Apple Podcasts

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‎In this research review podcast, we review the journal article "Trauma Informed School Programming: Applications for Educators and Mental Health Professional Partnerships". The article is written by Brenda Morton and Anna Beradi from the George Fox University. You can find the full reference to the...

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Making SPACE for Learning Australian Childhood FoundationTrauma Informed Practice in Schools

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Making SPACE for Learning Australian Childhood FoundationTrauma Informed Practice in Schools

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http://det.wa.edu.au/detcms/cms-service/download/asset/?asset_id=16267288

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Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development.

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Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice - drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support. Practical strategies and tools are offered for educators to use to create strength-based environments that support children's recovery, resiliency and learning.

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Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice - drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support.

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TRAUMA INFORMED POSITIVE BEHAVIOUR SUPPORT

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TRAUMA INFORMED POSITIVE BEHAVIOUR SUPPORT

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Trauma  Informed Positive Behaviour Support (TIPBS) provides teachers and education leaders with a differentiated and inclusive behaviour management approach where children and staff thrive.

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TRAUMA INFORMED POSITIVE BEHAVIOUR SUPPORT

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teacher training
special education teachers

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Trauma Informed PBIS: Trauma Informed Education Success

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The Trauma Informed PBIS Program is an online learning course that focusses on supporting students. The course is online can be completed at your own pace.

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The global COVID-19 pandemic has resulted in serious disruptions in everyone's lives. Traumatic experiences reduce our ability to focus, to learn, and to be productive. While this has always been true, it is an issue that has often been ignored by higher ed faculty.

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Listen to Mathew Portell | SoundCloud is an audio platform that lets you listen to what you love and share the sounds you create.. 26 Tracks. 89 Followers. Stream Tracks and Playlists from Mathew Portell on your desktop or mobile device.

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This introductory course, which is approximately two hours, is totally free of charge. In order to take the course, participants will need to register on The Centre for Learning in Practice website.

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Online Course, Trauma-informed practice

Childhood Education International is pleased to announce the launch of "Introduction to Trauma-Informed Practices," an online micro-course in partnership with the Center for Learning in Practice at the Carey Center for Global Good.

Children who have experienced trauma need caregivers who understand trauma and the impact it can have on their vulnerable and developing brains and their physical bodies. In turn, compassionate and responsive caregivers are essential for children's healing.

Anyone who completes the "Introduction to Trauma-Informed Practices" micro-course will:

Have a working understanding of what trauma is and why it is important to learn about

Be able to identify different types of trauma

Understand how self-care is a critical component to trauma-informed work.

This introductory course, which is approximately two hours, is totally free of charge. In order to take the course, participants will need to register on The Center for Learning in Practice website.

If you need technical support or assistance with enrolling in the course, click here, or email [email protected] .

Trauma-informed practice is a complex topic, and caregivers should consider training beyond the micro-course. Future in-depth trainings will allow participants to learn more about trauma, the impact trauma has on development, and specific strategies to use in formal and informal learning environments to support children as they deal with traumatic experiences. More in-depth courses will be offered in the future for a small fee.
Take the Course
If you want to receive more information about our course offerings, please contact [email protected]

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Introduction to Trauma-Informed Practices - Childhood Education International

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Online Course, Trauma-informed practice Childhood Education International is pleased to announce the launch of "Introduction to Trauma-Informed Practices," an online micro-course in partnership with the Center for Learning in Practice at the Carey Center for Global Good. Children who have experienced trauma need caregivers who understand trauma and the impact it can have on their vulnerable and developing brains and their physical bodies.

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Trigger Warnings by Emily J. M. Knox (Editor)

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Trigger Warnings by Emily J. M. Knox (Editor)

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Knox, E. (2017). Trigger warnings : history, theory, context. Rowman et Littlefield.

ISBN: 9781442273719

This important edited collection examines trigger warnings and presents case studies from instructors and students describing instances when trigger warnings were and were not used. By exploring the issue through several scholarly lenses and providing examples of when trigger warnings may or may not be used effectively, Trigger Warnings provides rigorous analysis of the controversy

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Report submitted. Thank you for your feedback.

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Item Details Page for Trigger warnings : history

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Report submitted. Thank you for your feedback. The information you provide will be submitted to your institution and may be used to contact you for the purpose of troubleshooting the problem you report.

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Dr Meredith Fox

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

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Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

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Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

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Teachers Transitioning into Innovative Learning Spaces Part 1 Wesley Imms

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Teachers Transitioning into Innovative Learning Spaces Part 1 Wesley Imms

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Teachers Transitioning into Innovative Learning Spaces Part 1   Wesley Imms

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Good relationships are the key to healing trauma | Karen Treisman | TEDxWarwickSalon

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Good relationships are the key to healing trauma | Karen Treisman | TEDxWarwickSalon

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Good relationships are the key to healing trauma | Karen Treisman | TEDxWarwickSalon

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5 Core Ideas of Helping Traumatized Children Learn

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The effect of trauma on the brain and how it affects behaviors | John Rigg | TEDxAugusta

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The effect of trauma on the brain and how it affects behaviors | John Rigg | TEDxAugusta

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The effect of trauma on the brain and how it affects behaviors | John Rigg | TEDxAugusta

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Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet

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Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet

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Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet

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Watch this video to gain a perspective as to how childhood a child's social and emotional responses can be adversely affected by trauma.

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Childhood Trauma and the Brain | UK Trauma Council

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Why All Schools Should Be Trauma-Informed | Dr. Mary Crnobori | TEDxVanderbiltUniversity

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Why All Schools Should Be Trauma-Informed | Dr. Mary Crnobori | TEDxVanderbiltUniversity

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Why All Schools Should Be Trauma-Informed | Dr. Mary Crnobori | TEDxVanderbiltUniversity

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Souers, K., & Hall, P. A. (2016). Fostering resilient learners : strategies for creating a trauma-sensitive classroom.

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When teachers use strategies tailored to children who have experienced trauma, all students reap the emotional and academic benefits

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When teachers use strategies tailored to children who have experienced trauma, all students reap the emotional and academic benefits

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Getting Started With Trauma-Informed Practices

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When teachers use strategies tailored to children who have experienced trauma, all students reap the emotional and academic benefits.

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There are many resources available to support you and your children to maintain a positive sense of wellbeing.

These include general information, tips on talking to your children about COVID-19, strategies to support children cope with their anxiety and parenting resources.

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Support services and resources - Department of Education

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There are many resources available to support you and your children to maintain a positive sense of wellbeing. These include general information, tips on talking to your children about COVID-19, strategies to support children cope with their anxiety and parenting resources.

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Souers, K., & Hall, P. A. (2016). Fostering resilient learners : strategies for creating a trauma-sensitive classroom.

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Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

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Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

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Edith Cowan University Login Service - Stale Request

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You may be seeing this page because you used the Back button while browsing a secure web site or application. Alternatively, you may have mistakenly bookmarked the web login form instead of the actual web site you wanted to bookmark or used a link created by somebody else who made the same mistake.

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9 Key Resources on Trauma-Informed Schools

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9 Key Resources on Trauma-Informed Schools

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What frustrates you? What is your teacher trigger?

We spend a lot of time discussing student triggers, but no one really spends much time talking about teacher triggers.

But teacher triggers can play a huge role in your classroom.

So what is a teacher trigger? (Other than a fun tongue-twister?!)

A teacher trigger is what sets YOU off. It is a behavior or situation that touches a nerve with you.

Have you ever thought about your triggers before?

Examples of Teacher Triggers

Teacher triggers are different for every single person, but here are a few common ones that I have witnessed over the years...

Eye-rolling

Back-talking

Specific language or derogatory terms and names

Late work

Laziness

Defiance

Challenging attitudes

Messiness

OR EVEN MIXING PLAYDOUGH!

When something triggers a teacher, that teacher will find that they might have an unexpected reaction. They become more upset or uptight about a situation than would be typical.

For example, a teacher who is triggered by eye-rolling might immediately feel frustration, anger, annoyance, irritation, or resentment towards a student who rolls their eyes.

Is eye-rolling disrespectful?

Absolutely.

Is it a big deal?

Not usually.

So why do these kinds of behaviors upset some teachers so much?

Well, I can't actually answer that. Each teacher has to answer that for themselves.

But chances are that one of these behaviors or situations relates back to something personal that a teacher experienced at some point during their life. It could also relate to an area of weakness, such as anxiety, control, or insecurity.

Maybe as a child you believed that being disrespectful to an adult was the WORST thing you could do, so when a student is disrespectful to you, it feels like a slap in the face.

Or maybe you are an ultra-organized, type-A person, so late work completely stresses you out because it throws you off your grading system or schedule.

There are countless reasons why certain behaviors can be a trigger for teachers.

Those behaviors can cause us to overreact to situations and behaviors.

Leonard had to spend all night taking care of his younger siblings because his mom is a single mom who works the night shift. Leonard did not have time to complete his 2 page study guide last night. When he got to school, his teacher yelled at him in front of the whole class for being irresponsible and not doing his homework.

The teacher's trigger is late work, so she overreacted to Leonard's missing assignment. She made him feel like a failure for being irresponsible, when, in fact, Leonard was very responsible because he had to act as a parent to his younger siblings.

Take a few minutes and think about what kinds of behaviors and situations really seem to upset you. Then see if you can figure out why.

Trauma-informed education is so much more personal and sensitive than traditional teaching. It's all about feelings and hard situations.

So it is totally normal and natural that some of those feelings, behaviors, and hard things that you deal with in your classroom will be a trigger for you.

Sometimes even hearing about those hard situations can cause second-hand trauma for teachers.

Other times those hard situations also become triggers for us.

Maybe a teacher grew up in an abusive household, so when he recognizes the signs of abuse in his student, he is filled with constant worry and anxiety. He can't sleep, and his work suffers. He has started having flashbacks to his abusive childhood.

Watching our students suffer through a traumatic experience that we also have suffered through can be extremely difficult.

If this is happening in your classroom, it is usually a good idea to talk to someone you trust about it. Maybe a friend or a spouse. Therapy might also be a good idea.

We have to be willing to take a hard look at ourselves and check our responses to situations and behaviors in our classrooms.

Are our reactions to situations healthy? Or are we hurting our students more?

Do you think this information would help the staff in your building? Check out this if you're interested in a professional development workshop!

Only you can answer that for yourself.

Published by

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Teacher Triggers - The Trauma Informed Teacher

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Teacher triggers are situations, behaviors, or events that irritate teachers more than they should. This can cause teachers to overreact to their students.

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The National Child Traumatic Stress Network

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When a child feels intensely threatened by an event he or she is involved in or witnesses, we call that event a trauma. There is a range of traumatic events or trauma types to which children and adolescents can be exposed.

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Helping Traumatized Children Learn

Volume 1

A Report and Policy Agenda

Published in 2005, TLPI's landmark report summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children's learning, behavior and relationships in school. The report also introduces the Flexible Framework, a tool organized according to six core operational functions of schools that can help any school create a trauma sensitive learning environment for all children.

Volume 2

Creating and Advocating for Trauma-Sensitive Schools

Volume 2 of Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools, safe, supportive learning environments that benefit all children offers a Guide to a process for creating trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal. Grounded in theory and practice in schools and with families, the Guide is intended to be a living document that will grow and change as more schools become trauma sensitive and add their ideas. The policy agenda calls for changes in laws, policies, and funding streams to support schools in this work. Together, the online learning community and the book are designed to complement each other, helping to build a growing and increasingly visible trauma-sensitive learning community.

VIDEO: 5 Core Ideas of Helping Traumatized Children Learn

Michael Gregory, a Senior Attorney on the staff of the Trauma and Learning Policy Initiative and Clinical Professor of Law at Harvard Law School, shares the five core ideas of Helping Traumatized Children Learn Volumes One and Two.
Visit Our New Videos Page for Additional Videos
Other TLPI Publications

Educational Rights of Children Affected by Homelessness and/or Domestic Violence

Published in 2006, this manual for child advocates outlines educational rights that can be enforced to help keep children safe at school. Five legal areas covered in the manual are the McKinney-Vento Homeless Assistance Act, the Individuals with Disabilities Education Act (IDEA), state school records regulations, restraining orders, and laws and policies regarding shelter placements. While intended for a Massachusetts audience, advocates in other jurisdictions may also find the resources included in this manual helpful.

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TLPI Publications - Helping Traumatized Children Learn

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Helping Traumatized Children Learn volumes 1 & 2 can help any school create a safe and secure trauma sensitive learning environment to benefit all children.

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THE ZONES OF REGULATION: A CONCEPT TO FOSTER SELF-REGULATION & EMOTIONAL CONTROL

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These trainings focus on education around using The Zones of Regulation framework, laid out in , the US based publishing company. For international distributors, please click Description:
Click on the buttons above to find out more about the description and further details about each webinar that we offer.
The Zones of Regulation Curriculum (Kuypers, 2011) book. It is imperative to have access to this book when implementing for detailed guidance in instruction and visual materials that are contained in the book. This will help to ensure the curriculum is implemented with fidelity. The curriculum, along with additional supplementary Zones of Regulation core materials can be purchased through Social Thinking here.

* Parents * Educators * Psychologists Audience:
These webinars are intended for anyone interested in learning more about how to apply the Zones framework and gain access to related resources including: ​

* Family members and Caregivers

* Therapists

*Counselors
* Case managers
* Social workers
* Paraprofessionals
* Administrators
* and more​

Rates: The rate of the webinar is dependent on what webinar you are interested in and how many participants are joining. Please click on the buttons above to find out the rates for each webinar.​​

When registering as a group, you have the option to view the webinar together or as individuals remotely. You will only enter one name/email on the registration page. Molly Schock How it Works:
ONLINE VIA ZOOM
The cost of the workshop is based number of participants. Once registered further instructions and support materials will be sent via your confirmation email.
Group Registration: Questions? The name and email address that you enter in the registration will be the lead contact for communication with your group. If participants will be viewing remotely, as the lead contact you will be responsible for sharing the information provided in the confirmation email with all participants in your group.

​
​ Contact:
Director of Operations and Communications
Kuypers Consulting, Inc.
The Zones of Regulation ®
3129524361, molly@zonesofregulation.com

ONLINE via Zoom Where:
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LIVE WEBINAR
(not available for download or future viewings) ​

Preferred payment is credit card or PayPal upon online registration with the link above.Number of participants (names not needed) Please Note: or available for replay. If you can't participant live this time, join our mailing list below to hear more about new live webinars as they're announced.
​ These webinars will not be recorded
What you will receive:
Once registered you will receive:

PPT Handouts

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Certificate of Completion​​​

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Once we have received your Purchase Order an invoice will be emailed. Payment is due within two weeks of the scheduled webinar. Please pay online or remit checks to:
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Purchase orders should be made out to Kuypers Consulting, Inc. (address below) and include:

Type and date of Webinar

Note: This is a live webinar and it will not be recorded nor available for replay.
Click for Frequently Asked Questions
For more information regarding the Zones trainings click here ​

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These trainings focus on education around using The Zones of Regulation framework, laid out in , the US based publishing company. For international distributors, please click Description: Click on the buttons above to find out more about the description and further details about each webinar that we offer.

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Building a connection through songs and routines is one classroom strategy. ©Shutterstock/bikeriderlondon

Trauma informed practice (TIP) might sound dramatic, and yet it is an approach that has a simple premise, and is beneficial for all students.

TIP provides a new way to look at what is going on behind the school gate, as Susan Craig states: 'Traditional explanations of children's disruptive behaviours often emphasise their volitional aspects, suggesting that they occur as a result of bad choices, or intentional defiance ... Recent studies of trauma and self and self-regulation provide an explanation.' (Craig, 2016)

TIP in education is what happens when we put student wellbeing at the core of everything. At Carlton Primary School in Melbourne we believe TIP is a key element of excellent teaching practice. We came to explore TIP in education because we have a very high proportion of students with a refugee background. Yet, while this was our motivating factor, the research, practice, and impact we see has led to this being an approach that we would not change and one that we see benefits all students.

We often think of trauma as an 'event', such as an assault or a car accident - this can certainly be a traumatic experience. However, we now have a much greater understanding of the impact of experiences such as neglect, abuse, poverty, family violence, or lack of a healthy connection with a primary attachment figure. Repetitive traumatic events like these create physiological and psychological responses in children that can last a lifetime (van der Kolk, 2005, 2014).

Although many of our students live with the trauma of the refugee experience, statistics around child protection notifications, the rates of childhood sexual assault, families living with violence and the rates of students beginning school developmentally vulnerable paint a picture of students in classrooms across Australia living with trauma in their daily lives.
Supporting our students
Children living with adversity can be fantastic students, but they don't necessarily walk through the school gates ready to learn, they need more from us.

At Carlton Primary, a vital tool for our understanding about the impact of childhood adversity is the Adverse Childhood Experiences (ACEs) longitudinal study. It confirms the link between childhood adversity and mental and physical ill health, drug and alcohol use, domestic violence, risk taking and a lack of self-care. According to researchers (van der Kolk 1994, 2005, 2014; Perry 2006; Perry & Szalavitz 2008), the impact of trauma in the early years influences an individual across all areas of development, including relationships, self-regulation, physiological responses, sense of self, memory, focus and concentration. At school we see disruptive behaviours related to all these areas.

With this knowledge, staff at Carlton Primary ask why the behaviour might be occurring and what the child might need in order to no longer feel the need to enact the behaviour (when it is problematic). While we don't compromise on our core school values, the rules are not the same for every student. We know that incentive- or threat-based strategies are not likely to be powerful enough to stop ingrained behaviour that has served as protective in the past.

'The goal is to get to the root of the problem, not to discipline a kid for the way his brain is wired. After all, what good does it do to punish a child who literally hasn't yet acquired the brain functions required to control his behavior?' (Lewis, 2015)

We are clear that children are not trying to be 'bad', they are not choosing distraction, or lack of focus, or disruption. As frustrating as it is for the adults around them, these children are held hostage by their past, by the functions of their brain. Strategies need to be consistent, relationally based, and predictable. Different strategies work for different kids.

Key elements of trauma informed behaviour management include:

A whole school approach. A child, in order to feel safe at school, needs to know that they can approach any classroom teacher, specialist, principal, teacher's aide, wellbeing support, or business manager, and receive the same response. The response needs to be agreed upon by all staff, practiced, and with an accepted process when things don't go the way we hope;

Assuming complexity, approaching with empathy;

Commitment to building trust and relationships. We can never stop working on this. For students and families living with prior and ongoing trauma, each day can bring a new struggle, and school can provide a sanctuary;

Connecting with the whole family;

Behaviour as a symptom of the problem, not the problem. This is not to say that violence or breaches of safety do not incur serious consequences, but that the consequences include a depth of investigation and a great deal of support;

Support children to build the skills that are a struggle for them, and include them in the process; and,

Connection with external agencies, because school can't do it all.

Classroom tools and strategies
Different students require different tools to support their learning. We use a range of tools and strategies, and are always adding more to our collection:

Visual reminders of the day, for the whole class and individuals;

Focusing on the habits of good learners as well as the learning focus of the lesson;

Sensory input opportunities like therabands wrapped around a chair's base, a rocking mat for floor time, trampoline time, sand, blue tack or other fiddle toys;

Allowing self-regulation and co-regulation outside the classroom;

A consistent schedule (wherever possible), a familiar person around, even if the teacher is away;

Building a classroom culture, connection. Group songs, routines;

Titration - big learning expectations that last only a small, achievable amount of time, gradually increasing;

Pre-emptive strikes - for example, some kids need important 'jobs' for the five minutes between class and a specialist subject, so they are able to enter an already calm room, reducing the chance they will become heightened by the change;

Offering children opportunities to make choices (wherever possible);

Lots of positive reinforcement, a ratio of 6:1 positive to corrective feedback;

Calming activities like yoga, especially when kids are heightened (after break times);

Perspective-taking opportunities to build empathy;

Teachers ready to provide children with a range of ways to express themselves;

A routine when marking the roll that allows children to make a short comment about something related to them, building a sense of self in the world and in class;

Create opportunities to make choices, to practice identifying preferences and interests, particularly for those who do not otherwise have this opportunity;

Use children's names a lot - label things with their names, remind them who they are and that they belong;

Name emotions frequently, and model this;

Encourage journaling and personal narrative writing, including letter writing to buddies outside the school;

Word walls, lots of visual exposure to words that children might want to use;

Common language of expectation and support; and,

Clear and open communication between teachers, particularly at transition times.

A focus on student wellbeing requires a generous allocation of wellbeing staff, ideally available at any point in the day to be a touchstone for students and teachers and ideally also able to work in classes teaching the fundamentals of emotional literacy, and learning to learn, to students.

What about those gloriously well-adjusted students, who are supported at home, and live a generally happy and safe life? They also thrive socially and academically in an environment where adults celebrate their successes, guide them kindly when they trip up, and teach them skills for life. Teachers respond to working in a positive environment, with constant opportunities to reinforce the great things happening in their classrooms and beyond. Families, too, respond well to being welcomed into the school community in a meaningful way. TIP in education benefits everyone.
References
Craig, S. E. (2016). Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K 5. Teachers College Press.

Lewis, K. R. (2015). What If Everything You Knew About Disciplining Kids Was Wrong?. Mother Jones.

van der Kolk, B. A. (1994). The body keeps the score: Memory and the evolving psychobiology of posttraumatic stress. Harvard review of psychiatry, 1(5), 253-265.

van der Kolk, B. A. (2005). Developmental Trauma Disorder: Towards a Rationale Diagnosis for Chronically Traumatized Children. Psychiatric Annals, 35, 401-8.

van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin Books.

Perry, B. D. (2006). The neurosequential model of therapeutics: Applying principles of neuroscience to clinical work with traumatized and maltreated children. Working with traumatized youth in child welfare, 27-52.

Perry, B. D., & Szalavitz, M. (2008). The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook-What Traumatized Children Can Teach Us about Loss, Love and Healing. Basic Books.

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Trauma informed practice in action - Teacher Magazine

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Trauma informed practice (TIP) might sound dramatic, and yet it is an approach that has a simple premise, and is beneficial for all students. TIP provides a new way to look at what is going on behind the school gate, as Susan Craig states: 'Traditional explanations of children's disruptive behaviours often emphasise their volitional aspects, suggesting that they occur as a result of bad choices, or intentional defiance ...

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What have you heard about Trauma Informed Care? What is it and what does it mean?

First, let's understand what trauma is. According to the American Psychiatric Association (1987), psychological trauma is an occurrence which is outside the scope of everyday human experience and which would be notably distressing to almost anyone.

With this definition in mind, how would we then define Trauma Informed Care?

Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma. Trauma Informed Care emphasizes physical, psychological and emotional safety for both service consumers (patients/clients) and providers, and it helps survivors of trauma rebuild a sense of control and empowerment.

In practice, it is to stop thinking and asking "What is wrong with this person?" and begin to think and ask "What has happened to this person?" In other words, trauma informed care is interacting with care receivers from a strength perspective rather than a deficit perspective.

There are Five Guiding Principles of Trauma Informed Care (Fallot & Harris, 2006)

Safety-Ensuring physical and emotional safety for clients and staff

Trustworthiness-Maximizing trust, ensuring clear expectations and consistent boundaries

Choice-Making patients choice and control a priority

Collaboration-Sharing power with patients, working together

Empowerment-Making patient empowerment and skill building a priority

These principles help to inform and guide an organization to know and assess the extent that the agency is trauma informed. These principles apply both to the interactions between staff and the interactions between staff and clients: recognizing that trauma exist, and using approaches to avoid re- traumatization of those had experienced trauma. The principles must be adhered to in order for a program to be considered trauma informed.

It is important to note how common trauma is, that everyone may have experienced some form of trauma at some point in life, or may have experienced something that has negatively impacted them, regardless of age, culture, gender, and class. Understanding the impact of trauma is an important first step in becoming a compassionate and supportive community, being trauma informed. What are you doing to be trauma informed? In what way is your organization providing Trauma Informed Care?

The Five Guiding Principles of Trauma Informed Care are not just for some people or organizations. Its application should be viewed and practiced as a universal approach. This will help bring about resiliency and post-traumatic growth to individuals as well as organizations.

Trauma-Informed Care Resources

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university of rochester center for community practice

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What have you heard about Trauma Informed Care? What is it and what does it mean? First, let's understand what trauma is. According to the American Psychiatric Association (1987), psychological trauma is an occurrence which is outside the scope of everyday human experience and which would be notably distressing to almost anyone.

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Better engagement, safer relationships, happier workforce

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Better engagement, safer relationships, happier workforce

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Many professionals encounter challenges with clients shutting down, freezing, becoming defensive, violent or simply being unable to trust workers to support them towards their goals. In fact, the majority of people who access community services have experienced some form of trauma.

Heal For Life Trauma-Informed Practice training provides your staff with the practical tools and strategies they need to provide support to traumatised clients. All of our trainers are survivors themselves. This provides a unique insight into what really works to engage and motivate survivors to make positive changes in their lives.

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Trauma Informed Practice Training - Organisations | Heal for Life

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Many professionals encounter challenges with clients shutting down, freezing, becoming defensive, violent or simply being unable to trust workers to support them towards their goals. In fact, the majority of people who access community services have experienced some form of trauma.

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children’s book recommendations to introduce/reinforce
concepts from The Zones of Regulation

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Trauma-Informed Resources for Students and Teachers

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Visit this collection of free trauma-informed resources and explore designed for students who have experienced recent tragedies.

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Classroom Triggers for Kids Who Experienced Trauma

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Classroom Triggers for Kids Who Experienced Trauma

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Traumatized students are in every single classroom, every day-no matter the grade or subject you teach. For these youth, navigating life, even in the safety of your classroom, can be challenging. Seemingly commonplace occurrences and routines can actually become classroom trauma triggers that cause a domino effect of negative reactions. And once triggered, a traumatized student can't be engaged in your lesson, and their learning stops.

Adapted from the book Building Trauma-Sensitive Schools: Your Guide to Creating Safe, Supportive Learning Environments for All Students, below are seven surprising ways your classroom environment might be affecting traumatized students. Plus, you'll learn what you can do to minimize classroom trauma triggers and keep your students learning. Also, be sure to check out the video below to learn more about trauma in our schools.

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1. Rest Time

Many students are comforted by low lights, sound machines, and cozy, snuggly sleeping pads. A survivor of abuse, however, can be overcome by fear in this environment. A child who has been sexually abused, for example, may have a big stress reaction that goes with the fight, flight, or freeze response. This happens not because a student is choosing to act out, but rather, is feeling overwhelmed.

What You Can Do:

If a student resists naptime or gets worked up when the lights go off during a calming activity, consider why. If possible, talk with their caregivers, and work together to make reasonable accommodations. Let the child take a quiet break in a well-lit room where they aren't required to lie down. Alternative activities might include coloring, drawing, reading, or listening to audiobooks in a comfy chair.

2. Safety Lessons, Drills, and Field Trips

Safety lessons and drills are meant to prepare students for unexpected emergencies. Similarly, field trips to hospitals and police stations are supposed to be educational-and also fun. But for trauma survivors, these experiences might provide a front-row seat to reliving their scariest memories. How might a student who escaped a house fire react to the sound of a smoke alarm during a fire-safety lesson? Consider a student's potential response to a dangerous intruder drill if they've experienced gun violence or police raids in their home. In what way could a field trip to a hospital affect a child whose parent has a terminal illness? Or how might it impact a student who has been to that setting following injuries related to violence or assault?

What You Can Do:

If an emergency drill is coming up, talk to your students ahead of time and let them ask questions to prepare. Make yourself available to talk to students and their primary caregivers about concerns. Allow youth and adults to opt out of lessons or drills when needed, and be ready to offer alternative activities in lieu of field trips that could be triggering.

3. Class Assignments

Have you ever asked your students to bring in a baby picture? What about constructing family trees or writing personal essays about their origin? Despite our best intentions, these assignments may be classroom trauma triggers for some students, especially those who were adopted or have been in foster care. Even "innocent" family and consumer science assignments, like carrying around a bag of sugar dressed as a baby in conjunction with discussions about how students may have poorly cared for those "babies" can remind some students of past neglect or abuse.

What You Can Do:

Take an extra step and consider the unique histories of your students. Proceed as though one or more of them have experienced trauma because we know that at least one in four students has. Recognize that some students do not have access to baby pictures or information about their biological origins. Whether or not you know about their histories, reconsider these assignments. Always let students know they can come to you if something in class is making things harder for them, no matter what it is.

4. Reading Materials

Some of the greatest literature deals with traumatic themes. The Newbery Honor book The Great Gilly Hopkins, for example, deals with parental abandonment. Even the high school classic To Kill a Mockingbird includes mentions of child abuse and sexual assault.

What You Can Do:

Before assigning books or even reading aloud a picture book, consider how it may impact your students. Talk with caregivers and school counselors to ensure students receive the relational and educational supports they need. For some students, this may be in the form of accommodations or modifications written in their 504 plans or IEPs. Include students in these decisions as much as possible. Some students may need alternate assignments, but others may be able to read a particular book outside of class. Others may prefer to read class materials just like everyone else because they are ready for supportive class discussions focused on topics that have impacted them personally.

5. Sensory Classroom Trauma Triggers

Traumatized students experience more dysregulated arousal than others. This means they feel too much or not enough more often than kids who haven't experienced too much stress in their lives and may easily become overwhelmed. Think about your school. What areas might be overstimulating and push traumatized students beyond their ability to cope? Cafeterias are loud and full of echoes. Pep rallies rumble with noise. Classroom and hallway walls display bright, energizing artwork.

What You Can Do:

Know that less is better. Simplify school spaces by having less stuff, which can be overwhelming. Think about how to create a calming area in your classroom that includes fidgets, comfy furniture, and reminders about healthy coping skills. Teach for regulation with all kids and offer brain breaks. Encourage students to self-advocate by asking for breaks when they need it too. This helps build the lifelong skill of discernment, which keeps them in charge.

6. Situations That Cause Feelings of Fear or Shame

Students who have experienced trauma often carry excess fear and shame. When these internal states are triggered, it reminds them of past traumas, whether they are aware of the connection or not. Fear states linked to domestic violence may be triggered by anxiety over a test or uneasiness related to a ghost story told at recess. This happens because one emotion feels similar to the other. Shame may be triggered in a student who has been neglected or abused when a teacher reprimands them or when the student gives a wrong answer. Often students may experience rejection or failure, which can lead to fight, flight, or freeze, reactions. When this happens, students feel too much, and they can't learn. Other students may shut down instead. Either way, social and academic progress are disrupted by an overactive stress response. Connecting with others in positive ways and learning become "can'ts" not "won'ts."

What You Can Do:

As a teacher, help change this cycle by connecting with your students in positive ways. Be aware. Be present. Respond sensitively. Talk with kids about times when they feel fearful or ashamed. Help them understand the difference between making a mistake and being a "bad kid." Saying something like, "Is this one of those times when you're feeling like a bad kid? That must be hard. I'm here for you," often works better than challenging students to see themselves differently, especially early on. When we join kids where they are without asking them to change their perceptions, students have an opportunity to experience our unconditional acceptance and feel supported. Repeated instances like this help students experience themselves as worthy. From there, encourage students and adults to do something to make things better after mistakes are made because that builds healthy relationships and self-confidence too.

7. Certain Verbal and Nonverbal Communication

We all possess the "teacher voice." We know the effectiveness of crossed arms, stern brows, and angry frowns in some situations. While this tone and body language might be helpful in quieting a rowdy classroom with some kids, it can also mimic the rejection, intimidation, and fear associated with a traumatic environment. Yelling, and even speaking in an overly stern voice, can trigger trauma responses in students whether educators know about their trauma or not. This is true not only when it's directed at them but also when a teacher reprimands someone else. This can lead to increased dysregulation and worsening behavior, which prevent learning.

What You Can Do:

In a trauma-sensitive school, staff understands that we will not help kids by trying to scare them into doing things. Instead, educators know that feeling safe is what contributes to positive change. Connect with students, help them regulate, and then teach. Be positive with students and set limits with empathy. Instead of thinking, "How can I manage this kid's behavior?" Think, "How can I connect with this student and help them get regulated?" Soon you will find yourself relying less on your "teacher voice" and more on good old-fashioned trust and respect.

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7 Surprising Classroom Triggers for Students Who Have Experienced Trauma

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Learn the surprising classroom trauma triggers that me be affecting your students. Plus find out what you can do to avoid them.

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Dr Daniel Siegel presenting a Hand Model of the Brain

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Intergenerational Trauma Animation | Australia

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Intergenerational Trauma Animation | Australia

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(Department of Health) WA Health

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Childhood Trauma and the Brain | UK Trauma Council

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Dr. Meredith Fox

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED