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When students are traumatized teachers are traumatized

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When students are traumatized teachers are traumatized

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This article tells us how teachers are impacted by student's with trauma and how to respond. It gives different definitions of different types of trauma. It tells us that teachers start to feel for student's pain and feelings, but need to stay focused on a responsive classroom and how to create a safe place for students.

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Alysia Ferguson Garcia remembers the day two years ago that ended in her making a call to Child Protective Services. One of her students walked into drama class with what Garcia thought of as a "bad attitude" and refused to participate in a script reading.

"I don't care if you've had a bad day," Garcia remembers saying in frustration. "You still have to do some work."

In the middle of class, the student offered an explanation for her behavior: Her mom's boyfriend had been sexually abusing her. After the shock passed, the incident provided an opportunity for the class-and Garcia-to provide the student with comfort, and to cry.

When Garcia first started teaching, she wasn't expecting the stories her students would share of physical and sexual abuse, hunger, violence, and suicide. The stories seemed to haunt her all the way home, she says, recalling nightmares and sleepless nights spent worrying about her students. They also dredged up deep-seated memories of her own experiences with abuse.

"When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts," said Garcia. "I was blindsided by the emotional aspect of teaching-I didn't know how to handle it. I was hurt by my students' pain, and it was hard for me to leave that behind when I went home."

The Real Costs of Trauma

Data shows that more than half of all U.S. children have experienced some kind of trauma in the form of abuse, neglect, violence, or challenging household circumstances-and 35 percent of children have experienced more than one type of traumatic event, according to the Centers for Disease Control and Prevention (CDC). These adverse childhood experiences (ACEs) can have impacts that extend far beyond childhood, including higher risks for alcoholism, liver disease, suicide, and other health problems later in life.

Trauma in children often manifests outwardly, affecting kids' relationships and interactions. In schools, the signs of trauma may be seen in a student acting out in class, or they could be more subtle-like failure to make eye contact or repeatedly tapping a foot. (To learn more about how trauma impacts students, read " Brains in Pain Cannot Learn! ")

For teachers, who are directly exposed to a large number of young people with trauma in their work, a secondary type of trauma, known as vicarious trauma, is a big risk. Sometimes called the "cost of caring," vicarious trauma can result from "hearing [people's] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured," according to the American Counseling Association.

"Being a teacher is a stressful enough job, but teachers are now responsible for a lot more things than just providing education," says LeAnn Keck, a manager at Trauma Smart, an organization that partners with schools and early childhood programs to help children and the adults in their lives navigate trauma. "It seems like teachers have in some ways become case workers. They get to know about their students' lives and the needs of their families, and with that can come secondary trauma."

When you're learning to be a teacher, you think it's just about lesson plans, curriculum, and seating charts. I was blindsided by the emotional aspect of teaching-I didn't know how to handle it.

Vicarious trauma affects teachers' brains in much the same way that it affects their students': The brain emits a fear response, releasing excessive cortisol and adrenaline that can increase heart rate, blood pressure, and respiration, and release a flood of emotions. This biological response can manifest in mental and physical symptoms such as anger and headaches, or workplace behaviors like missing meetings, lateness, or avoiding certain students, say experts.

Yet many teachers are never explicitly taught how to help students who have experienced trauma, let alone address the toll it takes on their own health and personal lives. We reached out to trauma-informed experts and educators around the country to get their recommendations for in-the-moment coping strategies and preventative measures to help teachers process vicarious trauma. We share their tips below.

Talking it Out

Garcia, now a teacher of eight years, says she's found that confiding in others-either a therapist, her boyfriend, or colleagues-helps her process students' trauma and her own emotions.

Connecting with colleagues to talk through and process experiences can be invaluable for teachers coping with secondary trauma, according to Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers.

"Reducing professional isolation is critical," said Keels. "It allows educators to see that others are struggling with the same issues, prevents the feeling that one's struggles are due to incompetence, and makes one aware of alternative strategies for working with students exhibiting challenging behavior."

It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be.

Finding a wellness-accountability buddy-a peer who agrees to support and keep you accountable to your wellness goals-or using a professional learning community as a space to check in with other teachers are also ways to get that support, offers Alex Shevrin, a former school leader and teacher at Centerpoint School, a trauma-informed high school in Vermont that institutes school-wide practices aimed at addressing students' underlying emotional needs.

At Centerpoint, time for a monthly wellness group-where teachers, administrators, and social workers support each other on their personal wellness goals like exercising and creating work-life balance-is built into the professional development schedule. Staff also use in-service time to focus on taking care of their health together, by hiking, biking, going to the gym, or even learning to knit.

"If I had one wish for every school in the country, it would be that they made time for teachers to really sit down and talk about how they're feeling in the work," said Shevrin. "It doesn't serve anybody to pretend that we're teacher-bots with no emotions, which I think sometimes teachers feel like they have to be."

Building Coping Strategies

Students affected by trauma can have combative personalities and learn which buttons to press to upset you in class, says Garcia. When a student acts out in class, Garcia takes a few deep breaths, drinks coffee, or goes to a different part of the classroom to help another student.

"If I get upset, it never goes anywhere," Garcia said. "When you try to have a battle in class, you automatically lose as the teacher."

That's a good approach, says Keck, who suggests developing proactive coping strategies to address stressful situations in advance. A strategy may be counting to five, visualizing a calming place, or responding with an opposite action-like talking to a student quietly when you want to yell. Waiting until you're actually in a stressful situation means you're likely to overreact or to say or do something unhelpful.

Keck also recommends mapping out your school day and taking note of the times of day you feel most stressed, and then integrating scheduled coping strategies into your daily routine. If you feel stressed when students start to lose focus midday, for example, guide your students in a quick group stretch and some deep breathing to shift energy before getting back to work.

"Look at your schedule. If you see a stressful pattern, don't wait for it to happen. Don't wait to feel overwhelmed and stressed," urges Keck.

The important part is customizing the strategy to meet your needs.

Garcia applies this strategy when she's at home. She knows that after she puts her daughter to sleep, the worry for her students creeps in-so she makes sure to take time for things she enjoys, like watching movies and playing video games.

While many teachers say they don't have time for self-care, experts insist that it's necessary to develop long-term self-care practices-and stick to them-to build up your overall well-being and resilience. These self-care activities could be going for a walk, reading, watching a movie, practicing mindfulness, or talking with a friend-whatever invigorates you.
©Shutterstock.com/Dudarev Mikhail
Establishing Coming Home Rituals

It can be hard to leave work at work, but to address vicarious trauma, teachers need to create clear boundaries between work and home life. Part of that can be developing a ritual or routine that signifies the end of a work day, either before you head home, on the way home, or at home.

"For me, sometimes it's just as simple as turning off my work phone before I go into my house," Shevrin says. "I hear the sound of my phone turning off and then I know that I'm home."

After an emotionally difficult day, many teachers will write about their experiences before they leave, or sit down with a colleague to help process it, Keck told us.

Others organize their desk or create a to-do list for the next workday so they can let go of worry before heading home. While driving home, teachers listen to audiobooks, call a friend, or sit in silence to decompress. A ritual could even be as simple as changing clothes or taking a bath once you get home.

For Garcia, it's about putting her daughter's needs first and making the most of the time she has with her.

"It's very easy to get overwhelmed and let the job consume you. But teaching is about balance," she said. "When I come home, I try to just focus on my kid so she gets as much of me as she can. It's not always easy, but I've learned to put my life and my daughter's life first."

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When Students Are Traumatized, Teachers Are Too

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Trauma in students' lives takes an emotional and physical toll on teachers as well. Experts weigh in on the best ways to cope.

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10 ways to Improve Family Engagement in Schools

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10 ways to Improve Family Engagement in Schools

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Gives many different ways that you can do as the teacher to encourage family involvement in and outside of the classroom. It gives the "strategy" and then a description underneath. These tips can also be adjusted to fit well in your classroom and what works best with you.

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10 Ways to Improve Family Engagement in Schools - ParentSquare

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Family engagement is essential for student success at school. When parents and guardians are involved in their child’s education, students have better academic outcomes, improved attendance, and higher graduation rates. However, it can be challenging to engage families with basic, one-way mass commu…

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This article gives multiple strategies and activities that teachers can implement to incorporate SEL in their classroom. It shows a description for each activity, such as daily greetings (and how to incorporate them) and SEL Chats (asking students a targeted SEL question for them to discuss)

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How do I integrate social emotional learning? This is a question many educators are asking themselves. The good news is that there are countless ways to add SEL into the classroom, without it taking over your entire day. Social-emotional learning is a huge umbrella that accounts for the way we build relationships and teach meaningful skills from self-awareness to decision-making and everything in between.

This list is designed to give teachers and administrators options; no educator can do all of these activities all the time. Instead, choose a few and give them a try in your classroom to see what works best for you and your students.

Just a note: The majority of links below are free. This is intended to provide you with additional support to get started integrating SEL into your classroom. Every classroom deserves that. I've also included some extra paid activities if you need something more. I hope they make a difference for you and your students.

Maybe most importantly, these strategies are largely universal; they can be done with pre-schoolers all the way up to high schoolers. They can be done in a general education classroom, special education resource room group, a homeroom block, or an advisory period.

1. Daily Greetings

One of the simplest SEL techniques is starting the day with personalized greetings at the door. Have students choose the greeting (wave, fist bump, or thumbs up), or simply just say good morning to each student by name as they walk in.

2. Emotions Check-In

According to some research, just expressing our emotions can help alleviate those very feelings. Use a daily emotions check-in to help students share how they are feeling and what they need to be at their best.

3. Class Circle

Once a day, gather as a group in a circle. Use targeted relationship-building questions to share. It's important to give everyone a chance to share who wants to. And on that note, it's also important to allow kids to pass if they're not comfortable sharing one particular question.

4. Journal Writing

Provide a SEL journal prompt each morning for kids to respond to. If your students are still working on writing skills, they can draw their responses and share aloud. SEL journaling provides a safe space to open up and allows you to integrate SEL with academic skills in a natural way.

5. Gratitude List

Once a day (or when time allows), have students write out a gratitude list. They should list out 3 things they are grateful for that day. These can be big things, like family or friends, but they can also be seemingly small things, like the smell of chocolate chip cookies or comfortable shoes. When we practice gratitude, we help kids and teens feel happier, more focused, and calm.

6. Morning Meeting

Start each day with a guided morning meeting. Any educator can implement a daily morning meeting some easy steps: greetings, a SEL-focused topic, guided discussion questions, a few activities, and a closing or reflection.

7. Mindful Morning Check-In

Use a mindful morning check-in to start the day. It is a five-step process that involves taking 5 deep breaths, listing 4 things you notice around you, identifying 3 things you are grateful for, saying 2 positive self-talk statements, and naming 1 thing you are looking forward to for the day.

8. SEL Read Alouds

Integrate social-emotional skills and reading using read alouds and stories. The truth is that read alouds are fun and engaging for kids of all ages (even big kids). Start or end your day with a read aloud, highlighting relevant SEL skills before, during, and after the story. You can choose a read aloud to work on a specific SEL skill (empathy or friendships, for example), or you can pick up any book and see where it takes you. Use a SEL read aloud list to help get started.

9. SEL Chats

Provide a targeted SEL question (or a few questions) and have students chat to discuss. Use SEL discussion-starters, such as: What is a good choice you've made recently? What could you teach someone else? What are some skills you feel most confident in? These questions are helpful to build relationships within the classroom, and they also allow for further discussion of critical SEL skills (self-awareness, self-management, social awareness, relationships, and decision-making). Come up with your own questions or use these SEL task cards with prompts for the year.

10. Coping Skills Practice

Healthy coping skills are essential to learning how to manage emotions and stress. Make it a point to practice coping strategies together, such as listening to music, drawing, reading, exercising, practicing yoga, and talking with a friend. These techniques can be practiced for just a few minutes as a time as a meaningful reminder for students.

11. End-of-the-day Reflection

The end of the day is the perfect time for reflection. That includes thinking about what went well, what students learned, what they are most proud of, and how they feel. Use targeted end-of-the-day reflection questions to start the process.

12. Recite Positive Affirmations

Positive self-talk helps students feel confident and ready for success. Choose favorite positive affirmations, create a list, and read them together. A list can be read at the start of each day or before a big test.

13. Practice Mindfulness

Mindfulness is learning how to be present in the moment. This self-regulation technique helps students feel calm, focused, and happier. Start your practice with mindful breathing exercises. These can be done anytime, but really pay off first thing in the morning, in between transitions, or right before quizzes and tests.

14. SEL Art Activities

Use art activities to allow for self-expression while integrating SEL skills at the same time. Use self-portraits to focus on self-awareness. Try mindful coloring to work on healthy coping skills. You can have students work together to create a shared drawing to build teamwork skills.

15. Class Meetings

Hold a class meeting on a regular basis to review expectations and solve problems together. These become a healthy spot to work on conflict resolution skills, as students can share struggles they are working through and get feedback from others. Class meetings are also the perfect venue for reviewing class expectations on a regular basis.

16. SEL Quote of the Day

Quotes are character-building! Share a meaningful social-emotional quote on the board. Have students discuss and share what it means to them. Some favorites to start out with are, "You are enough and a work in progress all at the same time," and "It's never too late to stop and go down a different path."

17. Daily Check-In Journal

Provide a daily check-in journal first thing each day. This allows students to share how they are feeling, while also integrating other SEL skills and supports that kids need. As a bonus, journaling also means students are working on their writing skills.

18. "What Would You Do?" Scenarios

Integrate SEL skills by discussing some "What would you do?" scenarios. For example, you might ask, "You have a big test tomorrow, but a friend wants you to go out to the movies. What would you do?" Have students talk and share ideas to learn and grow. Make up your own questions or grab this set to get started.

19. Brain Breaks

Breaks are a critically important part of replenishing self-regulation skills. Provide brain breaks through movement like yoga or mindful breathing exercises. Schedule them into the day (such as between tasks) or use them when you notice students just need to refocus. Here are mindful brain breaks to try with a nature theme.

20. Show-and-Tell

Once a week, give students a chance to share items and ideas that are important to them. They might share an art project they created or a new game they got for their birthday at home. This gives kids a safe space to communicate and share a piece of themselves with their classmates.

21. SEL Skill of the Day or Week

Introduce one meaningful SEL skill of the day (or week). Briefly discuss it and ask some guided questions. Then, highlight that skill when you see it in action to help students generalize it to their own lives.

22. SEL Crafts & Hands-On Activities

Provide hands-on learning opportunities with SEL crafts. Have students make a coping strategies wheel or practice mindfulness with hands-on tools. Activities that are hands-on are often memorable.

23. Play Games

Many games build social-emotional skills. Use games to fill some end-of-the-week reward time, also weaving in those social-emotional skills at the same time. Choose games you might already have in your classroom (such as Jenga and Scrabble), or use games that specifically target SEL skills.

24. Shout Out Board

Create a bulletin board in the classroom where students can give "shout outs" to others. The idea is that students can give compliments and kind feedback to their peers and teachers. For example, a student might give a classmate a shout out for helping them organize their notebook. This builds a sense of community and allows a chance to highlight SEL skills along the way.

25. AM / PM Check-In

Provide individualized check-ins for students in need. During an AM/PM check-in time, an adult might ask a student how they are doing, review goals for the day, and reflect on how the day went.

26. Weekly Goal Reflection

Meet with individual students once a week to review goals and track progress. Goal reflection meetings can just be a few minutes, but have a big impact because students are getting 1:1 support. One helpful strategy is to have an individual binder for each student to record their goals, grades, and progress.

27. Daily Jobs

Help build responsibility by assigning classroom jobs. Examples of jobs might include paper collector, technology set up, and lunch counter.

28. Provide Catch-Up and Organization Time

Everyone needs down-time sometimes. Provide catch-up and organization time to allow students the chance to re-organize materials, finish missing work, and even get a head start on future assignments.

29. SEL Question of the Day

Provide one SEL question of the day. Project it or write it on the board. Give students time to discuss with a partner and write about it.

30. Group Activities or Challenges

Help students build a stronger community by implementing group activities and challenges. Have students work in groups to design kindness posters or work through an escape room challenge.

Social Emotional Learning Curriculum

I've developed a complete yearlong social-emotional learning curriculum for elementary students grades 3-5. It comes with everything you need to target skills like empathy, decision-making, confidence, friendships, self-control, and more. Learn more here.

A complete yearlong social-emotional curriculum for grades 3-5.

Grab your free printable poster to help remind you about SEL activities and strategies in the classroom!

Remember that it's about finding the social-emotional learning activities that work best for you and your learners.

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30 Social-Emotional Learning Activities for Every Classroom

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How do I integrate social emotional learning? This is a question many educators are asking themselves. The good news is that there are countless ways to add SEL into the classroom, without it taking over your entire day.

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This gives a great description of multiple ways to create an inclusive classroom. It allows the readers to learn that they need to assess themselves and identify their own bias to learning about how to use technology appropriately and create an inclusive classroom for students with disabilities.

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As a teacher, how do you address the diverse needs of all students?

Equity in the classroom, or supporting the outcomes of students of all backgrounds and abilities, is essential to a productive learning environment.

However, promoting equity is complex. When teachers prioritize the needs of white students, boys/men, or the non-disabled, they create barriers for students of color, girls/women, and studies with disabilities. This presents yet another challenge for educators trying to help their students succeed.

So how do you create an equitable classroom where all students can thrive? Consider a Master of Arts in Teaching program, and check out these seven tips:
1. Reflect on your own beliefs
Before you can create a more equitable learning environment in the classroom, consider your own beliefs.

Teachers, like anyone else, may not be aware of the biases that exist in their training and upbringing. Data shows that girls receive less and lower-quality feedback than boys in class. Meanwhile, students of color report that they sometimes feel excluded from classroom interaction.

Even the most well-intentioned educators may have blindspots. White teachers may not understand the challenges of historically marginalized students due to a lack of preparation in their training. It's also possible that they attribute lack of success to deficiencies that they associate with students of color.

Understanding your own positionality, or the circumstances that create your identity in terms of race, gender and ability, can help you become more conscious of issues related to racial equity and gender equity, and help you support students in your class.
2. Reduce race and gender barriers to learning
While it might not be obvious, you may be unintentionally excluding students of color and female students in your classroom. Here's how you can avoid it:
Don't ask students of color to be "experts" on their race
Asking students of color for their point of view is important in class discussions, but don't assume that they are authorities on their race. Race is one part of their social identity. They may also feel pressure to discuss a topic that's perceived to be related to their race, when in fact they don't have an opinion.
Diversify your curriculum
To the extent that you can control your curriculum, expose students to a spectrum of multicultural and female experts, writers and artists. You'll more accurately represent the different contributors to your class' subject, and potentially establish a cultural connection for your students.
Hold every student to high expectations
Students of color report being held to lower expectations than white students. Meanwhile female students hear more comments about their appearance than their academic skills.

By setting a high bar for achievement for all students, you encourage them to engage with your class, and avoid any stereotypes of what they're capable of accomplishing.
Avoid assumptions about students' backgrounds
It may be tempting to assume that your students share similar life experiences. However, this can be problematic since everyone's circumstances are different. In particular, schools with large student populations may represent a greater variety of racial and economic backgrounds, as well as students with undefined gender identities.
3. Establish an inclusive environment early
Clarify early in the term (perhaps in your first class) that you want to create an inclusive space for students. Discussions should represent a variety of views, and students should feel comfortable expressing themselves.

It's also important to let them know that name-calling, personal attacks, and hostile interactions won't be tolerated. If students disagree, they must respond to each other with respect. Indeed, mutual respect yields more open and productive conversations.

By establishing rules early in the course, students should understand their role in creating an inclusive classroom.
4. Be dynamic with classroom space
You can foster inclusion in the classroom through how you engage your students, starting with your use of space.

Class formation can send signals about authority and equitable engagement. Do you always stand in front of the classroom to address rows of students? Consider classroom set-ups that emphasize interaction, such as group seating. Also, consider where you position yourself. Moving among students may de-emphasize the teacher-student hierarchy, and stimulate more discussion.

Similarly, try varying your activities. Whether it's group, paired or individual work, when you arrange students in different formations, you may increase their engagement with each other, and the class material.
5. Accommodate learning styles and disabilities
Learning styles vary from student to student, differ between males and females, and vary for people with disabilities. To create equity in the classroom for everyone, here are a few methods to try:

Variance - Present the same information in different ways for visual, aural and verbal learners

Use a variety of media (e.g., audiobooks, movies)

Include transcripts for multimedia materials

Provide supplemental materials to the lesson plan (e.g., glossaries, illustrations)

Make technology accessible (e.g., give students the ability to increase text size or adjust brightness)

For presentations, use dyslexia-friendly fonts

Read test instructions aloud, even if they appear in print

6. Be mindful of how you use technology
Many teachers use technology as an integral part of the classroom. While it can be a useful way to engage students and appeal to a variety of learning styles, consider its impact on those with physical disabilities.

Screen readers can assist students by opening resources, but other digital tools may actually hinder their ability to perform actions such as clicking, dragging and dropping that are not compliant with accessibility standards.

Review Web Content Accessibility Guidelines to ensure that your technology tools are in compliance, and are accessible to physically disabled students.
7. Be aware of religious holidays
When planning your course, remember to account for religious holidays and observances. Students may need to miss class on certain days and make up assignments, quizzes or exams.

At the beginning of the term, it's a good idea to announce that you have tried to avoid conflicts with major religious holidays when planning the course. However, if students have a conflict, they should let you know as soon as possible.
USC Rossier resources
For more information on improving equity in the classroom, visit our Tools for Inclusive Teaching page.

Ready to elevate your teaching career? Check out our Master of Arts in Teaching program.

If you're a teacher who wants to advance your career in education, see the Leading Instructional Change concentration of our Doctor of Education in Educational Leadership (EDL) program.

Want to connect with someone about your options?

Connect With Admission Staff
Sources: https://kappanonline.org/andrus-jacobs-kuriloff-gender-equity-classroom/ http://crlt.umich.edu/sites/default/files/resource_files/CRLT_no7.pdf https://equity.ucla.edu/wp-content/uploads/2016/06/CreatingaPositiveClassroomClimateWeb-2.pdf http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/With-Boys-and-Girls-in-Mind.aspx https://cpb-us-w2.wpmucdn.com/edblogs.columbia.edu/dist/8/1109/files/2020/02/Guide-for-Inclusive-Teaching-at-Columbia_Accessibility-Revisions_15-January-2020_FINAL.pdf

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Seven effective ways to promote equity in the classroom

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As a teacher, how do you address the diverse needs of all students? Equity in the classroom, or supporting the outcomes of students of all backgrounds and abilities, is essential to a productive learning environment. However, promoting equity is complex.

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I thought that this was a really helpful resource when figuring out different strategies to implement in my classroom that included the families. I think that creating family engagement is a difficult thing to accomplish in schools, but this article gave strategies along with understanding benefits that come from family engagement. I also really liked how it talked about the importance of starting early with family engagement is.

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Creating a supportive school climate is the first step to developing long-term student achievement. When students feel like they have someone to turn to with questions or concerns, they're more likely to develop the confidence and motivation they need to succeed. And parental involvement is the most effective way to fostering that climate.[1]

Many parents would like to get involved with their child's school but don't know where to start. As an educator, it's up to you to connect families with opportunities for engagement and student support. The more you can connect with each family on a personal level, the higher the performance rate for your entire class will be.[2] Learn how to connect parents with the tools they need and how regular connection can revolutionize your school.

Offering Parental Involvement Opportunities in Schools

When teachers connect with parents using the same generic methods, parents tend to view them as authoritative and distant.[3] That's why varying the ways you reach out can significantly improve parent involvement in education. Try these strategies to connect with parents in the classroom and establish lasting relationships. And, if you're not sure which strategy would best fit a certain family, feel free to ask them!

After-School Activities

Other school activity ideas include:

Award ceremonies

Class parties

After-school clubs

Talent shows

Movie nights

Most schools schedule parent-teacher conference once or twice a semester, but you can get creative with how you bring parents into your classroom. Open houses, school festivals, and holiday celebrations are a few ways to connect parents with the school community. If you want, you can even involve parents in the planning process to invest them in classroom activities.

If you're worried about a specific student, you can also set up an individual parent teacher meeting anytime during the year. Discussing any academic or social-emotional concerns with parents can nip any issues in the bud before they become a problem. You can also make a plan for improvement that involve the family's values or goals.

Connection to School Resources

Putting parents in touch with school resources can make your connections with them meaningful and individualized. Keep an eye out for ways families or specific students are struggling and brainstorm ways your school could help. If a student's falling behind in math, for example, suggest to their parents that they attend an after-school math lab. Or, if a family is struggling financially, connect them to the school counselor to discuss free or reduced lunch programs.

This will help families realize how many resources are available to schools, which will encourage them to involve themselves and participate more often. It can also encourage parent teacher partnerships by showing parents that you care about their needs and are looking out for ways to help.

Parent Volunteering

Have a field trip coming up? Send out parent volunteering sheets to bring parents along! Families will feel more involved in the school community with hands-on involvement. Plus, taking parents along to special events can help them develop a positive perspective of teachers and their child's class.

Even if you don't have any activities coming up, having a parent volunteer for 1 to 2 hours a week can take some pressure off your shoulders if you don't have a teacher's aide. If you can work together with parents in class, they'll feel more comfortable coming to you with questions. And, the more time they spend at school, the better they can support their student's academic progress.

Parent Trainings or Workshops

Even parents who want to be involved in their child's academics might not know where to start. As an educator, you can facilitate parent trainings or workshops to teach them how.

Parent trainings, workshops, or classes can provide parents with the following information:

Promoting a learning environment at home

Monitoring a student's class progress

Watching for academic under-resourced signs

Encouraging positive homework or study habits

Teaching students how to create academic goals

If parents can't make it to training sessions, bring the workshop to them. Webinars can engage parents in a face-to-face way while also allowing for convenience and flexibility in location. And, unlike pre-recorded videos, you can still engage in face-to-face discussion on important topics.

Parent-Teacher Committees

When parents feel like they can make a difference in their child's education, they're much more likely to engage at school. If your school has a parent-teacher association, connect parents with sign-up information and meeting times during the first months of school. This will give parents an outlet to make their voice heard and keep them up-to-date with class events. If they involve themselves regularly with parent-teacher committees, they may even help you plan and implement these events.

Expanding Connection Beyond School Events

Parent teacher connection doesn't have to stop with the classroom. With the help of technology or transportation, you can connect with parents from the comfort of their homes. Use these strategies to facilitate parent teacher relationships in a setting that works best for them.

Apps and Websites

Parents appreciate when they can monitor their child's progress and connect with teachers when they have concerns. You can connect parents with this information through a variety of mediums. Online student portals, teacher parent communication apps, and emails are all easy ways to keep parents in touch.

While in-person connections are always ideal, online tracking systems can help parents and teachers connect if transportation or scheduling issues arise. If you can, choose a medium that allows parents and teachers to message or otherwise collaborate online. Include notes about their child's academic and social-emotional progress, and check your messages regularly for questions from parents.

Parent Surveys

Not sure what to put in a parent survey? Here are a few topics to start with:

Send out a parent survey at the beginning of the year and after each quarter or semester. Parent surveys encourage involvement by showing that you value their opinions.

As you incorporate their feedback, families may also feel more comfortable in your classroom. You may be surprised at how insightful parental feedback is for improving your school culture.

If possible, try to include a mix of both multiple-choice and free response questions. That way, you can take polls on simple questions while giving parents space to make their opinions heard.

Social Media

Young parents, particular digital natives, prefer and respond best to tech-based teacher connections.[4] Social media in particular is a helpful and often underused way to inform parents about upcoming events and encourage communication. You can also help foster connections between parents as you build an online community.

Facebook groups are the most popular way to encourage parent engagement, but you could also try Twitter, Tumblr, Instagram, or whatever outlet parents are most comfortable with in your class. If you're not sure which medium to use, send a survey to determine the most popular option.

Home Visits

Home visits are also shown to have the following benefits:[6]

Improve student behavior

Strengthen study habits

Promote higher academic progress

Build relationships between parents and teachers

If parents don't have the time to visit school, meet them in the middle and schedule a meeting at their home. A study conducted by John Hopkins University found that routine home visits can reduce chronic absenteeism by up to 24 percent fewer missed classes per year.[5]

Home visits can not only improve student, parent, and teacher relations, but give you a better idea of a student's home life. If parents are uncomfortable with meeting at home, be flexible. Meeting at a cafe or scheduling a "virtual home visit" via a web conference can provide similar benefits.

How Parent Teacher Connection Bridges the Achievement Gap

Teachers who prioritize parent engagement often notice the following student effects:

Better classroom behavior[9]

Higher grades[10] and standardized test scores[11]

Improved confidence and mental health[12]

Higher student motivation[13]

Reduced classroom discipline[14]

Why put in all the effort to connect individually with parents in- and outside of the classroom? Connection is so strongly tied to student success that it can predict how a student does in school.[7] The more parents and teachers connect, the lower your classroom's achievement gap becomes.[8] And, conversely, students are put at an academic disadvantage without parent teacher connection.

Parent connection is also a key stepping stone to creating parent partnerships. Connecting individually with each parent increases not just the level of parent involvement but also the quality.[10] Parents report trusting teachers more and understand the role schools play in their child's life.[3] They're also more likely to become advocates for education and seek leadership positions in parent-teacher associations or committees.[15] Ultimately, connection helps cultivate a school climate where students feel supported by an environment at home and in class that facilitates learning.

How to Improve Your School Climate with Connection

Parents and teachers form a support system for students throughout the school year. By taking simple steps every day to connect with parents, you can significantly improve your school climate.

Use these parent involvement ideas to build long-term partnerships through meaningful connections:

Provide plenty of opportunities for home-school connections through parent teacher meetings, open houses, classroom volunteers, and other activities

Connect with parents in-person as much as possible and collaborate with tech-based connection as a supplement

Encourage parents to use online school portals, class websites, or parent teacher apps to connect them with their student's academic progress

Connect with each family in some way at least twice a month to strengthen parent teacher relationships

Involve parents more in decision-making processes (such as teacher goals) through community meetings with a mix of parents and faculty

Sources:
Hong, S. (2011, March). A Cord of Three Strands: A New Approach to Parent Engagement in Schools.Harvard Education Press.[1]

Henderson, A., & Berla, N. (1995). A New Generation of Evidence: The Family Is Critical to Student Achievement. Washington, DC: Center for Law and Education, pp. 14-16.[2]

Gulosino, C.A., & Xu, Z. (1999). The parents' perspective on parent‐teacher roles and relationships. Educational. 41 (3). pp. 315-28.[3]

Thompson, B.C., Mazer, J.P., & Grady, E.F. (2015, February 23). The Changing Nature of Parent-Teacher Communication: Mode Selection in the Smartphone Era. Communication Education. 64 (2). pp. 187-207.[4]

Sheldon, S. B., & Jung, S. B. (2015). The Family Engagement Partnership Student Outcome Evaluation. Johns Hopkins University, School of Education.[5]

Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home Visits: Teacher Reflections about Relationships, Student Behavior, and Achievement.Issues in Teacher Education. 21 (1). pp. 21-27.[6]

Gulosino, C.A., & Xu, Z. (2006, August 20). How Does Teacher Quality Matter? The Effect of Teacher-Parent Partnership on Early Childhood Performance in Public and Private Schools.Education Economics. 14 (3). pp. 345-67.[7]

Lawson, M.A., & Alameda-Lawson, T. (2012, August 1). A Case Study of School-Linked, Collective Parent Engagement.Binghampton University Department of Human Development. 49 (4). pp. 651-84.[8]

Sheridan, S.M., Boviard, J.A., Glover, T.A., Garbacz, S.A., Witte, A., & Kwon, K. (2012). A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship.School Psychology Review. 41 (1). pp. 23-46.[9]

Sheridan, S.M., Knoche, L.L., Kupzyk, K.A., Edwards, C.P., & Marvin, C.A. (2011, June). A randomized trial examining the effects of parent engagement on early language and literacy. Journal of School Psychology. 49 (2). pp. 361-83.[10]

Redding, S., Langdon, J., Meyer, J., & Sheley, P. (2004, November). The Effects of Comprehensive Parent Engagement on Student Learning Outcomes.Harvard Family Research Project.[11]

King, G., Currie, M., & Petersen, P. (2014, February). Child and parent engagement in the mental health intervention process: a motivational framework.Child and Adolescent Mental Health. 19 (1). pp. 2-8.[12]

Pirchio, S., Tritrini, C., Ylenia, P., & Taeschner, T. (2013). The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing.International Journal about Parents in Education. 7 (2). pp. 145-55.[13]

Webster-Stratton, C., Reid, M.J., & Hammond, M. (2010, June 7). Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start.Journal of Clinical Child & Adolescent Psychology. 30 (3). pp. 283-302.[14]

Adams, K.S., & Christenson, S.L. (2000). Trust and the Family-School Relationship Examination of Parent-Teacher Differences in Elementary and Secondary Grades. Journal of School Psychology. 38 (5). pp. 477-97.[15]

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How to Increase Parental Involvement with Connection - Waterford.org

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Creating a supportive school climate is the first step to developing long-term student achievement. When students feel like they have someone to turn to with questions or concerns, they're more likely to develop the confidence and motivation they need to succeed.

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This resource identifies trauma symptoms in 5 different areas of trauma while giving helpful strategies to implement in the classroom. These strategies include in the moment and after the moment strategies, along with targeting safety and relationships.

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I used this resource from the section Understanding potential impacts and symptoms of trauma and below. It explains the impact that trauma has on students in the school system, and trauma-informed resources/tools to do in schools to help students cope or work better in Schools. One thing I like about this resource is that it highlights that these tips needs to be used school wide and everyone needs to be working with them especially school leaders. I also like how it gave more resources to explore if you wanted to know more about trauma in schools.

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[Return to Blogs]
Classroom Strategies to Support Students Experiencing Trauma

December 8, 2021

SRI International
Nancy Perez, REL Appalachia

Students across the country are facing increased stressors and trauma stemming from the consequences of the opioid epidemic, racial injustices, and the recent COVID-19 pandemic. In the Appalachian region, particularly in West Virginia, rates of opioid abuse far exceed the national average. The ongoing stress and difficult circumstances imposed by family and community opioid use, compounded by the added stress and uncertainties arising from COVID-19, can cause basic needs insecurity and chronic psychological trauma. The impacts of exposure to trauma can profoundly affect students' performance in school, contributing to a range of negative social-emotional, behavioral, and academic outcomes. , ,

Schools are uniquely positioned to provide students with academic and social-emotional supports that can address many of the potential impacts and symptoms of trauma. Many students spend most of their time at school and school staff consistently and frequently interact with students. These interactions enable school staff to be aware of and sensitive to students' needs in the context of the surrounding community and their family life. Importantly, safe, engaging, and supportive learning environments, as well as healthy and supportive relationships with caring adults, can serve as potential protective factors that buffer against the negative impacts of trauma and stress.

Educators can adopt a trauma-informed approach to develop and implement additional supports for students in their classrooms. Adopting a trauma-informed approach requires understanding the widespread impact of trauma, recognizing the signs and symptoms of trauma, and responding by fully integrating knowledge about trauma into systems, policies, and procedures while avoiding potential triggers (for example, harsh or shaming disciplinary practices) to resist re-traumatization. REL Appalachia and the West Virginia Department of Education co-developed the "Addressing Trauma in Educational Settings" webinar series, a three-part professional development series, which speaks to this overwhelming need with practical strategies for educators. This blog discusses trauma-informed strategies and practices that educators can implement in the classroom to effectively support students experiencing trauma.

Understanding potential impacts and symptoms of trauma

Adopting a trauma-informed approach in classrooms requires an understanding of the widespread nature of trauma and its potential impacts on students. Trauma negatively impacts how our bodies and brains develop and function, for example, by wearing out the stress and immune systems. , , The impacts of trauma are multifaceted and highly individualized, so students may respond very differently to experiences of trauma. As such, trauma can impact students' learning and behaviors in the classroom in various adverse ways. For example, students may have trouble concentrating on schoolwork, demonstrate chronic absenteeism and tardiness, or withdraw from peers, teachers, or other activities. Educators can learn more about identifying and understanding potential symptoms and impacts of trauma by viewing Module 1 of the REL Appalachia "Addressing Trauma in Educational Settings" webinar series.

Developing trauma-informed classroom strategies and practices

Educators can use the key principles of a trauma-informed approach to guide their development of classroom strategies and policies to support students experiencing trauma:

Safety, trustworthiness, and transparency: Think about your classroom's layout and ensure that it conveys a sense of physical and psychological safety. Designate at least one or two "anchor" spots that don't change and are always used in the same way, like a reading corner with a cozy bean bag. Enforce consistent classroom rules, using supportive language and positive, nonthreatening messaging around consequences. Anticipate changes in the environment that may make a student feel unsafe, like a fire drill or the presence of a substitute teacher, and brainstorm strategies with students to overcome them. Maintain a calm presence, monitoring your body language and tone of voice.

Peer support, collaboration, and mutuality: Encourage students to respect, support, and celebrate each other. Model the language of respect that you want them to use. Develop a sense of "our classroom" ownership by working with students to designate a class name, logo, or mural. Let every student be the "helper," but always ask students for permission before assigning them to this role. Discourage any unnecessary competition between students.

Empowerment, voice, and choice: Give students choices for engagement by presenting a menu of options for demonstrating mastery (e.g., writing an essay, creating an oral presentation, or developing a creative project). Conduct an inventory of your classroom assignments, noting each assignment's associated potential stressors and alternative options for students, and only use high-stakes, high-stress assignments when necessary. Remember that some students are not used to being empowered to make choices, so provide support to teach them how to say, "I don't want that one."

Cultural, historical, and classroom considerations: Conduct a cultural/gender inventory of your classroom materials and consider how this relates to your students. Ensure each student can find materials, activities, and representations that speak to their own uniqueness, as well as their inclusion in the classroom. Have students read accounts of the same historical event from different perspectives and discuss. Think about how you celebrate differences without making children feel "different," and use activities for the whole group that emphasize many ways of being the same.

Avoiding re-traumatization: Minimize potential trauma triggers, like loud noises and physical touch, as much as possible. Recognize students' reactions to triggers and respond in trauma-informed ways by communicating that students are safe and that you are there to support them and providing choices to guide them to a safe or quiet area if appropriate. Keep schedules and rules as consistent as possible to avoid surprises. Check in regularly with students one-on-one as much as possible and let them know that they can come to you for support.

Educators can learn more about trauma-informed classroom strategies and practices through viewing Module 2 of the REL Appalachia "Addressing Trauma in Educational Settings" webinar series.

Considering school systems, policies, and procedures

Educators can work with great energy to implement trauma-informed supports in the classroom, but systematic improvement and sustainability require involvement and buy-in from school leadership. School leaders have a great influence on school culture and must participate as key members in the movement to successfully develop and maintain trauma-informed schools. Schools need effective leaders who can clearly articulate the purpose of building a trauma-informed school, mobilize resources, address ongoing concerns, connect people and programs, and weave trauma-informed supports throughout the school to transform the school culture and environment. REL Appalachia designed Module 3 specifically for school leaders to learn more about developing and implementing school systems, policies, and procedures to support students experiencing trauma.

Resources for further learning

Supporting Students Experiencing Trauma During the COVID-19 Pandemic: This REL Appalachia blog post showcases an infographic on common trauma symptoms in students and everyday strategies that educators can implement in the classroom and the virtual setting to support students exhibiting symptoms of trauma.

Trauma Support for Schools. This website from REL Appalachia's Cross-State Collaborative to Support Schools in the Opioid Crisis (CCSSOC) includes extensive resources including mindfulness videos, training modules, factsheets, blogposts and much more for diverse stakeholders committed to supporting students and educators experiencing trauma.

Resource Roundup: Trauma-Responsive Practices: This REL Southwest blog post compiles resources on trauma-informed care and trauma-responsive practices from across the Regional Educational Laboratory Program.

Addressing Collective Trauma and Supporting the Well-Being of Students and School Staff: This REL Southwest webinar provides participants tools for working through collective trauma, particularly racial trauma, and for learning how to integrate trauma-sensitive strategies and SEL to support a holistic approach to meeting student and staff needs.

______________ Footnotes:

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; appalachia; rel; rigorous studies; fast response projects; no child left behind; regional laboratory home page; kentucky; tennessee; virginia; west virginia; implementing nclb; improving schools; raising achievements; mcrel

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Classroom Strategies to Support Students Experiencing Trauma

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REL Appalachia is dedicated to promoting IES' goals to ensure the rigor and relevance of research studies and projects along with the widespread dissemination of research findings.

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This resource gives 8 specific tools to respond to students who have or are experiencing trauma. These strategies range from things you can do in the moment, to things that should be kept in mind when creating classroom culture. I really liked how at the end of the resource it gives a few reflection/discussion questions and is something that could be used in your own life or bringing it up to coworkers in a School.

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Vol. 77

No. 2

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Small changes in classroom interactions can make a big difference for traumatized students.

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Credit: Shannon Fagan

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time.

Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. Here are some examples.

1. Expect Unexpected Responses

First, teachers must learn to put students' reactions into context-and not to take them personally. Students with trauma histories can react and behave in seemingly unexpected ways, such as having a sudden outburst during a favorite activity or crying out of the blue one second after laughing. Teachers may be taken by surprise. They say things like, "But he was fine this morning, I didn't see that coming!" or "She normally loves playing the drums in music class. I have no idea where her reaction came from." This uncertainty leaves the teacher in a constant state of hyper-alertness when interacting with the student. This in turn can result in fatigue, as the teacher is guarded and unable to predict what will happen from one moment to another.

One way to understand these reactions is to think of the student as a soda can, and events that may trigger their trauma stress as shaking that can. We can't tell by looking if the can was recently shaken, but if it was, opening the can results in an unexpected explosive, messy reaction. If a student is triggered and experiencing heightened emotion, even a benign direction such as, "Please move over to make room for Jenny" could result in an "explosion" that the teacher never saw coming. By using trauma-sensitive strategies in the classroom, we can help reduce the times our students are "shaken."

2. Employ Thoughtful Interactions

Traumatized students often behave in ways that may interfere with teaching and learning, which can be frustrating. Teachers are in a position of power, and these students may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control (Jennings, 2018). Yet for traumatized students, the ability to learn and behave appropriately can be person-dependent. When they are with a safe and supportive adult, their behavior reflects that.

Consider this scenario drawn from schools I've worked with: Trevor, a 6th grader whose father overdosed on heroin two years ago and who has witnessed ongoing domestic abuse throughout his childhood, was in Ms. Carlton's class for part of the day and Ms. Finch's class for the other part. Ms. Carlton had a reputation of working well with hard-to-reach kids, and sure enough, Trevor behaved in a stellar way in her class. When he was with Ms. Finch, however, he was sent to the office nearly three times a week for explosive behavior.

The teacher is 50 percent of every interaction with a student: By changing the way we give a direction or respond, we can reduce problematic behavior. Ms. Carlton had taken the time to build a trusting relationship with Trevor and learned to give directions in a way that he would respond well to. Interaction strategies are a type of accommodation that typically go unnamed and unwritten, but they were the reason that Trevor could feel safe and access the curriculum (Minahan & Rappaport, 2012).

If Ms. Carlton had written down the successful strategies she used with Trevor, the list might have started with avoiding authoritative directives such as, "Pick that up." To give Trevor a sense of control, Ms. Carlton always embedded choice in her directions, asking, "Do you want to be in the front of the line or the back of the line?" instead of simply telling him to "line up." This helped prevent a poor reaction (Minahan, 2019).

Ms. Carlton also conveyed respect and transparency by providing the reason behind each direction. Instead of saying, "No backpacks on the floor. I don't want to trip and fall!" Ms. Carlton would say, "Oh dear, I hope I don't fall. I have a bad knee! Could you please move your backpack?" Stating the reason first assured that Trevor knew the context (and necessity) of the demand.

Conversely, Ms. Finch would often go up close to Trevor, tower over him, and say in front of his peers, "Stop tapping your pencil!" This typically ended in a power struggle and Trevor's escalating behavior. Trevor, like many traumatized students, had experienced a loss of control in his life, and power struggles with an authoritative figure were particularly triggering. Ms. Carlton instinctively knew that a more private nonverbal direction could be less confrontational for a student in "fight or flight" mode. She would write, "Please stop tapping" on a piece of paper, put it gently on Trevor's desk without his peers noticing, and then give him space by walking away quickly. When possible, she also gave Trevor extended time to comply with directions to avoid power struggles, asking, for example, "Can you please pick that up before lunch?" rather than, "Pick that up now" (Minahan, 2019). This allowed Trevor time to decompress and respond rationally.

3. Be Specific About Relationship Building

At one point in the year, Ms. Carlton told Ms. Finch that building a relationship with Trevor was key to her success with him, and she suggested that Ms. Finch do the same. Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts. Instead, Ms. Carlton could have told Ms. Finch that she greeted Trevor every day at the classroom door and asked him about the Avengers or basketball. She could have told Ms. Finch how she used the "two by ten" rule; she talked to him for two minutes a day for 10 days in a row about topics unrelated to academics or behavior. Whenever Ms. Carlton could see she wouldn't have time for this in the 10-day period, she asked the counselor or special education teacher to cover her class for two minutes so she could go for a walk with Trevor. She repeated this trust-building strategy several times throughout the year, especially after he exhibited anger or frustration and after school vacations and long weekends.

Ms. Carlton skillfully used relationship-building and interaction strategies to work with Trevor. Yet the impact could have been greater had she written and shared those strategies with Ms. Finch and the rest of Trevor's team via a shared document, behavior plan, or student success plan (Minahan, 2019). Likewise, if counselors, school nurses, and psychologists write and share such techniques with each classroom teacher, kids like Trevor, when triggered, wouldn't always have to leave class to find a safe adult.

Not knowing what is coming next can put anyone on high alert, especially traumatized students. Providing predictability through visual schedules of the class agenda or school day can help. Ms. Carlton was adamant about previewing any changes to the normal routine ahead of time (saying, "We are going to have indoor recess today because of the snow," or "The DVD player isn't working so we can't watch a science video at the end of class today"). This prepared Trevor and thus elicited a calmer response.

A teacher's behavior can also feel unpredictable to traumatized students. When students are working independently and quietly-doing what they are supposed to be doing-they don't know when they will get the teacher's attention. But when students are doing the wrong thing-like drumming on the desk with a pencil in each hand or swearing-teachers are more predictable and react quickly! Because predictability is comforting to students with anxiety and trauma histories, they may resort to getting the teacher's attention through inappropriate means. Trevor could get Ms. Finch to react immediately by flipping his water bottle noisily, but could go 20 minutes without so much as eye contact from her when he was quietly reading.

To counter this imbalance and create an overall feeling of safety, teachers can use predictable positive attention (Minahan, 2014). During independent work time, if a teacher says to a student "Great work! I'll be back to check on you," the student has no way of predicting how long they need to wait-and from past experience they know that the teacher may forget to return altogether. Using predictable positive attention, however, the teacher can say, "I am going to check on you in 10 minutes," put a timer on the student's desk, and add, "Come tap me on the shoulder when the timer goes off." If the teacher has many students in the class that could benefit from this, she could transfer the strategy to small groups: "I will check on this desk group at X time."

Another strategy for providing predictable attention, especially for middle and high school students, is to hand an anxious or traumatized student a sticky note with a time on it as they walk into class each day. The first time, the note will need to be explained: "If you don't understand something in class, please don't worry-I am going to check on you during independent work time at 11:45, and I will answer any questions you have then." Ms. Carlton found this strategy comforting to Trevor. This predictable check-in pairs the negative thoughts the student may have ("I don't know how to do this") with a reassuring thought ("But my teacher will be here in seven minutes!"). The student can better tolerate uncomfortable feelings when they know help and a positive interaction are coming. Telling the student what will happen and when and always following through establishes the teacher as a consistent, reliable adult.

5. Teach Strategies to "Change the Channel"

Traumatized students often engage in inaccurate thinking, tending to focus on the negative. Common classroom management strategies often only exasperate this tendency. How many of us have seen frequent movement breaks on a student's IEP or student success plan? It is one of the most common accommodations that we offer to students who seem dysregulated. Unfortunately, during these breaks, students can ruminate on negative memories, current stressors, angry thoughts, or worries. If we ask a high school student who is getting angry and becoming agitated to take a walk, he may ruminate the whole time and return just as angry. Sending a 1st grader to a "calming chair" can leave her to perseverate on worrying thoughts. Instead, we need to help them "change the channel." Both Ms. Carlton and Ms. Finch used breaks with Trevor, but in vastly different ways.

When adults can't sleep, we often read a book or watch TV, which distracts us from uncomfortable thoughts so we can fall back asleep. Teachers can use the same principle for kids with trauma and anxiety: Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie. Ms. Carlton taught Trevor to do Star Wars trivia when he was upset, which helped him calm down quickly. Conversely when Ms. Finch had Trevor go for a walk, his negative thinking would escalate, and he would often not return to class.

6. Give Supportive Feedback to Reduce Negative Thinking

Many traumatized students interpret information through a negativity amplifier. When a teacher says, "Please correct the first problem," the student might hear, "You are stupid." Or a student might report that the teacher screamed at her when the teacher was really using a calm tone, as even neutral facial expressions can be misinterpreted. It is helpful to smile and explicitly say when you are happy with the student, a strategy Ms. Carlton utilized. When giving negative feedback, teachers can use the positive sandwich approach-starting and ending with a positive comment: (1) "I love how you remembered the formula," (2) "You made a small calculation error there," (3) "Great job getting problem #3 correct."

7. Create Islands of Competence

Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking associated with trauma (Jennings, 2018). To support a more accurate self-concept, teachers can provide what Robert Brooks calls "islands of competence" for students swimming in a sea of inadequacy (2003). When a student thinks negatively, the negative moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the answer is no, contriving an island of competence for the student is in order. Ms. Carlton often asked Trevor to help a younger student or a peer who was struggling in an academic area Trevor was strong in, or had him fix the stapler when it was malfunctioning. She would also point out in a written note to Trevor that he was the first student to finish a math activity. In high school, educators may want to foster students' talents by never letting them drop electives (which might require creativity in scheduling academic support in core classes).

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."

8. Limit Exclusionary Practices

Behavior is communication, and we've looked at how traumatized students often communicate feelings through their behavior. Teachers' behavior is also communication-and it may not be communicating the message we are striving to send. Common teacher practices such as ignoring inappropriate behavior, sending students to the office, or sending younger kids to sit alone at a back table or in the hallway can unintentionally trigger students who have experienced abandonment or neglect. We need to remember that when some of our students were young and cried, no one came. Ignoring them can trigger a trauma response and make them feel the teacher doesn't like them or is even happy that they are upset.

Ms. Finch would ignore Trevor when he was expressing anger, such as by crumpling up a paper, growling, or slinging a book from his desk onto the floor. On the other hand, Ms. Carlton responded to such moments at the beginning of the year by validating Trevor's feelings ("I am sorry you are upset" or "I see that you are angry"). This is a much more empathetic approach, will preserve the relationship, and will avoid triggering a trauma response in the student.

Another practice to be cautious about is using time with a preferred adult as an incentive. For example, a principal might say, "If you get all your homework done this week, you and I will have lunch together!" The problem with this is that if the student doesn't get all their homework done, then the principal withholds their attention and time. This implies the relationship is conditional and can trigger an abandonment trauma response for some students. It is better to use one-to-one time with students in a noncontingent way. This way adults are communicating, "I like you for who you are," not "I like you when you behave the right way."

Fostering a Feeling of Safety

Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn, and even heal.

Reflect & Discuss

➛ As Minahan writes, "Students can't learn if they don't feel safe." What small changes are you willing to try in your classroom to foster a sense of safety among traumatized students?

➛ Think about one of your students who struggles with behavior. How could you help him "switch the channel" when he is upset?

➛ Do you routinely share-and exchange ideas about-what's working with a traumatized student? How could you better improve lines of communication across the whole support team?

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Small changes in classroom interactions can make a big difference for traumatized students.

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I really enjoyed the set up of these resource when creating a responsive classroom. The starting page goes over different tips that you can implement in schools no matter the grade level, but then the book moves into more details about responsive classroom about k-6 and 6-8. I think that this resource is also Better paired with one of my other trauma informed resources to give the most detail of how to create a safe responsive classroom.

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Responsive Classroom Approach Overview Document _DIGITAL_RGB

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This resource gives multiple definitions and explanations of what Equity is, the difference between Equity and Equality, different types of Equity, and 11 ways to create a more equitable classroom. It allows teachers to focus on creating a healthy, safe, and fair classroom where students will succeed. Finally, it also gives multiple different resources that teachers can use to learn more about equity and equity in classrooms.

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University of San Diego - Professional & Continuing Education

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Wouldn't it be great if every child could have equal access to a high-quality education? What if every child could receive what they need to reach their full academic, professional and personal potential? The simple reality is that the quality of a child's education correlates directly to his or her future quality of life.

At the heart of this is the idea of educational equity - a concept that has been receiving heightened scrutiny of late thanks in part to disruptions caused by COVID-19 and by long standing racial tensions now at the forefront of national discourse.

What is Equity in Education?

In education, as in society at large, one key definition of "equity" is "fairness." In school, we are taught to think of America as a land of opportunity "where all who are willing to work hard can get ahead, join a thriving middle class and lead fulfilling lives."

However, according to the U.S. Department of Education, "far too many students, especially in underserved groups and communities, lack robust access to the core elements of a quality education. That includes free, quality preschool; high, challenging standards and engaging teaching and leadership in a safe, supportive, and well-resourced school; and an affordable, high-quality college degree."

So what is equity in education?

According to the National Equity Project: "Educational equity means that each child receives what they need to develop to their full academic and social potential."

Education consultant Dr. Karen Baptiste, writing for Thinking Maps, says: "My definition of equity is creating a space where all children have their perspectives seen and honored and have equal access to opportunities."

She goes on to say that achieving equity in education "requires special care and focus on children from traditionally underrepresented or marginalized groups to ensure that they have equal access to educational resources and opportunities enjoyed and expected by children from dominant groups."

Inequity in our educational systems can take many forms, and it can affect different students in a variety of ways.

The Glossary of Education Reform asserts that: "Inequities occur when biased or unfair policies, programs, practices, or situations contribute to a lack of equality in educational performance, results, and outcomes. For example, certain students or groups of students may attend school, graduate, or enroll in postsecondary education at lower rates, or they may perform comparatively poorly on standardized tests due to a wide variety of factors, including inherent biases or flaws in test designs."

Check the overview provided by EdGlossary to learn more about some of the different types of educational inequity, including:

Societal inequity

Socioeconomic inequity

Cultural inequity

Familial inequity

Programmatic inequity

Staffing inequity

Instructional inequity

Assessment inequity

Linguistic inequity

Equity vs. Equality in the Classroom

As applied to education, the terms "equity" and "equality" are sometimes used interchangeably. Here's how EdGlossary defines the difference: "It is has been said that 'equity is the process; equality is the outcome,' given that equity - what is fair and just - may not, in the process of educating students, reflect strict equality - what is applied, allocated, or distributed equally."

The math education company Prodigy gives this example of how an educational scenario can be equal but not equitable: "Imagine handing out a math assignment to students. Every student has their assignment, plus a calculator, pencil and paper. Equal, right? But it's not equitable. To make the assignment equitable, teachers have to understand their students and provide targeted support. This could include helping ESL students understand instructions in an unfamiliar language, providing text-to-speech technology for visually impaired students or giving students with ADHD a quiet space to complete the assignment."

The article quotes third-grade teacher Clayton Carr on how he talks about equality vs. equity with his students: "Equality is everyone being treated the same, whereas equity is everyone getting what they need to succeed. After addressing that with my students and reinforcing it, I'm able to meet my students' needs for isolated seating, fidget cubes for stress, or standing during testing, intervention and small groups in Zoom."

Why Equity in Education Is So Important

Big picture: According to the U.S. Department of Education, access to an equitable, high-quality education "can help to ensure that all children in this country with dreams and determination can reach their potential and succeed." Conversely, the fact that the nation does not currently live up to this ideal not only harms individual students but also our nation's ability to compete in the global economy.

In "What Is Educational Equity and Why Does It Matter?" The Balance writes: "Inequity in education slows economic growth as much as recessions. Students that don't receive the educational resources they need can't perform at their optimal level. They don't earn as much, can't build wealth, and therefore can't afford to send their children to good schools. This continues a cycle of structural inequality that hurts society as a whole."

At the classroom level, says Prodigy, "Actively promoting equity in the classroom helps remove barriers so all of your students can succeed. And when every student has the resources they need, the entire classroom thrives!"

The Challenges Schools Face Involving Equity in Education

"The challenge of ensuring educational equity is formidable," according to the Department of Education. "Structural barriers, including inequitable funding systems, impede our progress. While one might expect schools in low-income communities to receive extra resources, the reverse is often true; a Department of Education study found that 45 percent of high-poverty schools received less state and local funding than was typical for other schools in their district."

According to an article by education advocate Waterford.org, several additional examples of common barriers to equity in U.S. schools include:

Family crises

Mental health issues

Lack of health care

Coming to school hungry

Homelessness or living in a temporary shelter

Still learning the English language

Though the impacts of educational inequity conundrum are widely studied, overcoming the obstacles that stand in the way of equity in education is extremely challenging. The issue is an important one for the Intercultural Development Research Association, which has identified the following obstacles:

Lack of appropriate law or policy to ground more equitable treatment

Closed or sometimes hostile political climate that exists in some communities and schools

Lack of appropriate funding to provide an equitable opportunity to learn

Failure to distribute learning resources to all students in a fair and equitable manner

Unwillingness on the part of those in control to include all key stakeholders in decision making and problem solving

A deficiency in the notion of "valuing" leading to biased views of who deserves and does not deserve excellent education

Continued blaming of the "victims" of inequity and discrimination for the outcomes of inequity and discrimination

Inability of some educators to respond appropriately to the diversity of their students in terms of curriculum, schools, classrooms and instructional methods and practices

CLASSROOM MANAGEMENT TEMPLATE [FREE TEACHING TOOL]

Use our handy 3-page Classroom Management Template to create a plan for everything that goes into successfully operating a classroom.

11 Ways to Promote Equity in the Classroom

Here are some of the top strategies for promoting equity in the classroom compiled from multiple sources including Prodigy, Waterford and others:

??Reflect on and challenge your own beliefs

Review your teaching materials with an eye toward diversity of voices

Model equity for your students

Remember that every child is different and has unique needs

Accommodate different learning styles and disabilities

Evaluate challenges that students face and offer support or resources if needed

Cultivate a classroom environment where every student feels heard

Prioritize parent communication and engagement

Add lessons on diversity, inclusion and bias so each student feels that they belong

Be mindful of equity in how you use technology

Give students a voice

Resources for Equity in Education

For those interested in learning more about equity in education, here is some additional research and reading material.

Professional Development for Equity in the Classroom

One of the best ways to work toward the ideals of educational equity in your classroom is by taking a professional development course or courses to gain a comprehensive understanding of the educational equity landscape and actionable strategies for making a difference.

One such program - ideal for busy teachers and passionate lifelong learners - is offered 100% online by the University of San Diego.

"Teaching for Diversity, Equity and Inclusivity in the Classroom" is a series of online courses that can be taken individually, or together as a series to develop in-depth understanding of the issues and how to facilitate positive change.

These courses provide educators with skills and strategies for creating a culturally inclusive classroom, while teaching students to value inclusion, celebrate diversity and promote cultural respect and tolerance within their daily lives. Among the course titles included in this series:

FAQs About Equity in Education

What is equity in education?

According to the National Equity Project: "Educational equity means that each child receives what they need to develop to their full academic and social potential."

What is the difference between equity and equality?

In education, the terms equity and equality are often used interchangeably. One way to look at the difference is offered by third-grade teacher Clayton Carr. "Equality is everyone being treated the same, whereas equity is everyone getting what they need to succeed."

Why is equity in education so important?

Research shows that educational inequity is costly - not only harming individual students but also our nation's ability to compete in the global economy because some students graduate, or in some cases fail to, lacking important life skills that enable them to contribute to the economy.

What are some professional development opportunities I can pursue around equity in education?

The University of San Diego, a strong advocate for the ideals of inclusion, diversity and equity in education, offers a series of courses under the heading "Teaching for Diversity, Equity and Inclusivity in the Classroom." Ideal for busy teachers, these courses are offered 100% online.

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University of San Diego - Professional & Continuing Education

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Strategies for Promoting Equity in the Classroom [+ FAQs] - University of San Diego - Professional & Continuing Education

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Strategies for Promoting Equity in the Classroom [+ FAQs]. Advance your career with professional and continuing education from the University of San Diego.

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This article talks about how to create an inclusive classroom for all learners, specifically highlighting how to create a responsive classroom that embraces all cultures. It gives multiple strategies that you as the educator can use in your classroom. I enjoyed displaying values in your classroom, I haven't ever seen this in classrooms and is something I want to incorporate in my future classrooms.

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The suggestions offered here range from simple to complex, and anyone can start to create the ripples that shift classroom and school culture.

Building Safety and Inclusion in Multicultural School Settings

1. Focus on how you might personally experience deep empathy. We all learn differently, so your empathy-building process might entail watching Ava DuVernay's documentary 13th, or Bryan Stevenson's TED Talk " We Need to Talk About an Injustice." Or you could look for curricula on race and racism. Since there's no shortage of resources, try to discover first-person experiences. Take a deep breath, imagine yourself in those shoes, and withhold judgement. Share and model your inquiry and learning with students.

2. Curate your newsfeed, engage, and listen. Stay up to date with a few influencers, like Dr. Joy DeGruy or Professor Christopher Emdin, and news sources that inspire and challenge you to honestly confront difficult conversations on race and bias, from NPR's Code Switch to The Root. But limit these, so you don't get overwhelmed and shut down. Follow key hashtags like #Educolor on Twitter, to be aware of social justice and equity conversations. Spend time learning and listening to the conversation before opining on it.

3. Build your social justice vocabulary. Learn the meaning as well as application of terms like false equivalency, microaggression, Jim Crow, culturally responsive, white privilege, and allyship, among other terms. Watch out for coded language and call out prejudicial talk. As Professor Howard Stevenson says, "By practicing racial literacy, we can learn to not be so fearful and learn to problem-solve together, rather than run away from conversations about race."

4. Value stories and perspectives. Encourage your students to articulate their narratives, starting with learning the stories of individuals in their community. The Out of Eden Walk can serve as a framework for noticing the stories around us and discovering our own. Ensure that your classroom book collection and curriculum include high-quality stories that represent all the students in your class. Practice noticing who's writing the articles and stories you read. If you don't know where to begin, consult your librarian or simply search "diverse books." The Global Education Toolkit includes an appendix with 326 multicultural book titles for grades pre-K through 6.

5. Display your class values prominently. Establish ground rules for active listening in class. Take the time to reflect on values so they don't feel like a laundry list. Students can respond to prompts like: "What do you stand for? How might we demonstrate that in our classroom or daily lives?" or "What might loving-kindness (or empathy, respect, generosity) in our classroom look like? How do we get there?" If there's enough safety among students, they can share their writing in pairs.

6. When welcoming new students, learn to correctly say their name. If possible, visit families in their homes at some point in the year to deepen your relationship. The start of each school year can come with special anxiety for kids whose names are perceived as different-I know this too well. Your small effort to pronounce the name correctly, and not look perplexed while taking attendance, can offer a great relief and be incredibly welcoming.

7. Practice visible learning routines. Try See, Think, Wonder and Think, Pair, Share. Engage groups of two to three students in discussing prompts like "I see _____" (about something they're observing), "I think _____" (about what they think might be going on), and "I wonder _____" (which allows students to engage their curiosity). Or reserve time for quiet thinking before pairing and sharing ideas, which builds critical reasoning and safety among learners of different temperaments, cultures, and capacities, and illuminates diverse perspectives through group work.

8. Build global competence. As long as we keep isolating global learning from diversity work in schools, these priorities will both be minimized. We can connect these efforts through many techniques, like the Global Competence framework, and by encouraging professional collaboration across interest areas.

9. Relax and focus. Use relaxation strategies centering in mindfulness prior to conducting difficult conversations on Monday morning-these discussions require their own, set-aside time-to start the week and help unify students.

There's no shortage of techniques that can build safety and inclusion, and your willingness to try any of them sends a strong signal to your students, that their learning, engagement, and voice really matter.

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Being open to talking about race helps foster safety and unity in a multicultural classroom. Here are nine tips to help you prepare.

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This article gives a definition of what SEL is and how it can be implemented in the classroom through multiple strategies. It also has a section that describes some outcomes that may happen when implementing that will help students throughout the rest of their life.

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Social emotional learning in the classroom has changed the way many teachers approach everything from the primary academic subjects to free time and recess.

Social-emotional learning helps children develop positive self-esteem, manage their emotions, set and achieve goals, show empathy for others, and handle stress.

Nearly 33% of teens age 13 to 18 will experience an anxiety disorder, according to the National Institutes of Health. The number of children and teens with an anxiety disorder has risen in recent decades. Providing children with coping mechanisms through emotional learning may help reduce the prevalence of anxiety, especially if teachers introduce SEL in early childhood.

Many educators view SEL as an essential piece of the puzzle to help students learn the soft skills they need to be productive, successful adults.

Further reading: What is SEL? / Social-Emotional Learning Defined

How to Implement SEL in the Classroom?

Teachers can integrate social-emotional learning into the learning environment side by side with academic curriculum, teach it separately from Math, ELA, and other subjects, or implement it as an overall classroom philosophy.

By teaching parallel, yet age-appropriate, units at all grade levels, students benefit from continuity in SEL lesson plans. Early childhood teaching creates a solid foundation for more advanced SEL concepts.

Districts looking to implement SEL should first decide upon a comprehensive curriculum designed to:

Help students identify their own self-concept

Build self-esteem

Treat others well

Strive for self-improvement in all areas

These seven strategies that can help instructors ensure consistency across all grade levels to achieve the greatest results from teaching SEL.

1. Help students identify their self-concept

A student's self-concept, or self-awareness, stands as a basic tenet of SEL in the classroom. A person's self-concept relates to how they perceive themselves. Interactions with teachers, parents, and peers can shape a person's self-concept.

A person's self-concept relates to their strengths, weaknesses, and self-esteem. Presenting activities that let students get to the heart of who they are, what they believe, and how they feel about themselves forms the bedrock of SEL in the classroom.

Teachers can use activities into other subjects, such as ELA and social studies, or introduce separate discussions and activities that permit students to explore their self-concept.

2. Introduce positive actions for body and mind

Students feel good about themselves when they successfully complete positive actions. Taking even one positive step can set off a cascade effect leading to more positive actions and, ultimately, positive outcomes.

Teachers can easily integrate positive actions for the body into health class, physical education, and, for younger students, on the playground. They can take time out from the school day to let the children play a cooperative sport outside. They can also teach proper nutrition at snack time and hygiene by encouraging hand-washing throughout the day.

Educators can introduce positive actions for intellectual health during any subject by encouraging problem-solving and creative thinking.

Emphasizing positive physical and intellectual health as part of emotional learning helps students establish good habits to set them up for a lifetime of success.

3. Teach students to manage their feelings and their resources

If positive thoughts lead to positive actions and positive feelings, students must learn how to manage their thoughts and feelings to help foster positive behavior.

Integrating SEL in the classroom includes teaching students how to manage not just their thoughts, feelings, and actions, but also their:

By doing so, students will gain a sense of responsibility that improves their self-concept and boosts their self-esteem.

Strategies to teach students responsibility could include giving them assignments with multiple components that need to be completed on a deadline, asking questions to get them thinking about their feelings and reactions to events, and even giving them opportunities to handle money in the school.

4. Teach empathy

Teachers from decades ago used to call it "The Golden Rule": Treat others how you would like to be treated. Today, empathy plays a key role in social-emotional learning in the classroom.

Once students learn how to manage their feelings and reactions, they can learn how to treat others with kindness and respect. Teachers can embrace multiple opportunities to teach and demonstrate empathy.

They can reward positive student behavior by offering a small reward when a student performs a good deed. Some teachers put marbles or tickets in a jar or create a chain of paper links. When the jar is full, or the chain touches the ground, the students receive a party or special treat.

5. Teach students to face the truth

Even the best students don't behave kindly all the time. They might make mistakes in their work or lose focus too easily sometimes.

Social-emotional learning can help students recognize shortcomings so that they can improve. Teachers may integrate self-assessments following tests in major subjects. They can also ensure that students take responsibility for their actions by making sure they complete homework assignments.

Group projects give teachers an excellent opportunity to use SEL strategies related to working together, taking responsibility rather than blaming others, and dividing tasks based on each students' strengths and weaknesses.

6. Help students practice self-improvement strategies

Once students recognize their weaknesses and learn to own up to their mistakes, they can focus on self-improvement.

A growth mindset, or understanding that everyone can learn new skills, plays a key role in knowing how to successfully implement SEL.

Teachers at this phase of integrating social-emotional learning in the classroom should help students identify, set, track, and achieve goals. These goals could be related to academics, personal behavior, or physical and mental health.

Self-improvement ties into all the other elements of SEL, as students strive to grasp the soft skills related to their social and emotional development.

7. Review all aspects

As students continue to strive for improvement, teachers should implement a review of these six facets of SEL incorporation, helping students identify their weaknesses and study the areas where they might feel "stuck."

An important thing that teachers should remember is the Thoughts-Actions-Feelings (TAF) Circle. Positive thoughts lead to positive actions, which lead to positive feelings, which, in turn, create more positive thoughts.

Outcomes of SEL Implementation

Social and emotional learning can help create more confident, kinder students who are better poised to face the stress of the outside world.

But you may be even more surprised by some of the positive academic outcomes teachers have discovered. Positive Action outcomes has been shown to:

Reduce bullying - Using SEL at school has been shown to reduce bullying by 51%, according to the American Journal of Preventive Medicine.

Improve math scores - Students who develop greater self-confidence through SEL may show up to 51% improvement in standardized math tests.

Improve literacy - Students who benefit from an SEL curriculum score an average of 20% better in reading achievement, according to the Journal of Research on Educational Effectiveness.

Reduce violence in the school - From a reduction in violence in the classroom to a reduced number of threats, social-emotional learning gives students the tools to cope with their anger rather than resorting to violent words or acts.

Reduce suspensions - SEL implementation led to a 73% reduction in suspensions, indicating students are better behaved and following rules.

Reduce alcohol use - SEL in the classroom has helped reduce alcohol use by students, with the numbers of students who have ever tried alcohol dropping by 29%.

Reduce absenteeism - SEL can substantially reduce absenteeism, perhaps by reducing the number of "mental health" days students take or by instilling a greater responsibility to go to school.

Increase family bonding - Parents and children saw a reduction in family conflict and an increase in family bonding.

Increase overall positive development in early childhood - Based on multiple markers, pre-K students showed an increased positive development in areas ranging from self-esteem to physical health.

Perhaps more importantly, the core SEL competencies that students learn, carry through the graduation and their working years. SEL helps create young adults who are secure in themselves, better able to cope with the daily stresses of life, and more empathetic toward others.

How Positive Action Can Help?

Many different programs promise to teach students the skills they need to become emotionally intelligent adults able to cope with life.

By teaching a program that emphasizes how our thoughts become actions, which lead to positive (or negative) feelings, Positive Action makes social and emotional learning easy to understand and easy to integrate.

We guide you every step of the way with strategies to achieve buy-in from the administrators in the district and gradually deploy the program beginning with the earlier grades, where quick and easy lessons can make a significant impact.

During what we call the "Feeder Effect", teachers will soon be able to recognize those students who used SEL. Seeing the difference between students who did and did not experience SEL encourages buy-in from the rest of the district and prompts secondary education teachers to continue with the program so they can continue to achieve a classroom full of emotionally intelligent, confident, empathetic students.

From Pre-K through secondary education, Positive Action can help you integrate our strategies seamlessly. Want to know more about Positive Action? Contact us.

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How to Integrate SEL in the Classroom? 7 Effective Strategies

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Social emotional learning in the classroom has changed the way many teachers approach everything from the primary academic subjects to free time and recess. Social-emotional learning helps children develop positive self-esteem, manage their emotions, set and achieve goals, show empathy for others, and handle stress.

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This article gives 12 different ways that students can practice SEL in a classroom, some of which are repeated in other resources, and others that you can incorporate into curriculum such as journal writing, read aloud, and art.

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This resource describes the importance and benefits of family engagement in schools. It also talk a bit about barriers that schools may face when trying to get more family engagement, and also what the school defines family engagement specifically for them.

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Family engagement in schools is not a one-size-fits-all concept. It's a shared responsibility, a collective endeavor that brings together parents, educators, and communities in shaping the educational journey of students. Dive into the transformative power of family engagement, exploring inspiring success stories from Stand Together, a community committed to transforming education and empowering students to realize their potential.

Understanding family engagement in schools

Family engagement embodies a collaborative approach where families, schools, and communities come together, focusing on improving children's learning and development. It commences from the early years of education and continues throughout a child's academic journey, fostering a supportive learning environment both at school and home.

Relationship trust, mutual respect, cultural responsiveness - these are the cornerstones of family engagement. According to the Global Family Research Project, successful family engagement integrates parent involvement in school structures and educator professional development as a core component of educational goals.
Key Considerations

How does our educational institution define "family engagement"?

What are the needs of diverse families in our community? How can we support them?

How can we empower families with resources to extend learning at home?

The impact of parental involvement in schools

Research consistently highlights the positive correlation between family engagement and student success. When families actively participate in their children's education, it leads to improved outcomes, better well-being, and heightened school readiness. Notably, family involvement benefits all students, particularly those who face challenges in succeeding at school.
Key Considerations

Is our staff cognizant of the significance of community engagement?

Are they equipped with the necessary skills to foster family engagement? If not, how can we enhance their capabilities?

Barriers to family engagement in schools

Identifying the obstacles to family involvement is critical. Common barriers often include a lack of time, childcare needs, and negative perceptions about school and staff. It's crucial to understand these challenges to devise effective methods for encouraging families to actively engage in their children's educational journey.
Key Considerations

Are we seeking feedback from all families? Are we asking the right questions to understand their challenges in engaging with their child's education?

Are parents' voices influencing our family-school partnership programs?

Strategies to foster family engagement

Grounding strategic planning in an evidence-based family engagement framework, inviting families to share their concerns, and integrating families into the decision-making process are some ways to support family engagement in schools. Assessing family engagement initiatives through an equity lens and offering flexible involvement options can facilitate meaningful, two-way communication between the school and families.
Key Considerations

What is our vision for family engagement?

How can we ensure that families, staff, and students contribute to establishing this vision?

How are we addressing challenges such as childcare, English-language proficiency, non-traditional work hours, and transportation access?

Success story: Family Playlists by PowerMyLearning

One success story comes from PowerMyLearning, a nonprofit supported by Stand Together. This initiative, known as " Family Playlists," introduces an inventive approach to connecting parents, students, and teachers. It flips the conventional homework model by providing lessons, games, and exercises through mobile devices, available in over 100 languages. Instead of the usual dynamic where adults teach students, Family Playlists encourages students to teach their parents, caregivers, or guardians what they've learned. Afterwards, the adults share feedback with teachers about the students' performance.

This initiative creates a stronger connection between parents, students, and teachers, establishing a learning triangle that enriches comprehension and nurtures a genuine passion for learning.

The primary objective is to enhance mastery and develop social and emotional skills. Students independently absorb the material and subsequently teach it to a family member or guardian. The adult then provides feedback to the teacher via the playlist, enabling them to better address the student's requirements.

Upon the initial rollout of Family Playlists in 2017, a significant enhancement in the learning dynamics among students, teachers, and families was evident. Every participating family reported that the program significantly improved their understanding of their child's schoolwork. Parent, child, and teacher relationships improved, reinforcing the essential educational bond.

Success story: The Learning Outpost

The Learning Outpost is a unique microschool in Las Vegas that does things differently. They blend real-world skills and projects with regular subjects, making education personal for each student. The school keeps the teacher-to-student numbers low, creating a close-knit community where parents play a big role in how their kids learn.

At The Learning Outpost, every student's education is unique. The principal, Felicia Wright, chats with each parent during an hour-long tour to understand what they want for their child's growth. This helps decide how they'll teach that student.

Wright works with parents and students to know what they want most from education. This can affect what subjects they study, how they learn, and even when they come to school. They've added flexible days, giving families more options to mix school with homeschooling or other types of learning.

"Our decisions come from what parents want for their child," Wright explains. "We follow their lead and that shapes our path."

With only one teacher for every ten students, the school feels like a small community. In her past jobs, Wright had 33 students, which made it tough to know each one. But now, in this small school, they know all the kids and parents well, making a strong community feeling.

Tools to facilitate family engagement in schools

Over the past decade, technology has played a crucial role in bridging the gap between schools and families. From using mobile apps to conduct family surveys to leveraging online classroom spaces, technology-enabled family engagement offers a new dimension to traditional parental involvement in schools.

Various tools and platforms can facilitate meaningful, two-way communication between schools and families. From communication apps like Remind and ClassDojo to video tools like Educreations and Flipgrid, technology can significantly enhance family engagement in schools.

The future of family engagement in schools

As we look ahead, the future of family engagement in schools is bright. With an increasing number of success stories and the growing role of technology, we can expect to see more innovative strategies that bring families, schools, and communities together to shape a child's educational journey. By fostering a robust ecosystem of family engagement, we can empower every child to realize their potential and make a positive impact on society.

To learn more about the transformative power of K-12 education solutions and reform, explore Stand Together's K-12 education reform efforts.

Additional K-12 education resources

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The Importance of Family Engagement in Schools

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Discover why family engagement in schools is vital for student success. Dive into success stories of family engagement in schools here.

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This resource talks about how SEL helps build an equitable classroom. It tells readers to build an equitable classroom SEL is an important aspect to incorporate. It gives 5 different ways to create an equitable classroom while also keeping in mind SEL.

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.

SEL programs are more likely to be successful with all students when they are grounded in strategies that promote equity. Equity means 'leveling the playing field' and creating a culture where all students feel fully included, respected, represented, and valued. In an equitable classroom, students have the tools and supports they need to be successful no matter where they start. SEL can support equity by making children feel safe, strengthening their relationships with peers and teachers, and helping children manage and express their emotions. SEL programs build upon individual student strengths to ensure that they can access and benefit from high quality educational opportunities.

Teachers need concrete, evidence-based strategies for bringing an equity lens to SEL.

How can teachers start to build equity into SEL efforts and use SEL to support equity? Here are a few strategies that start in the classroom.

Download the Classroom Strategies: Build Equity into SEL Efforts Infographic.

Learn about families. Talk with or collect surveys from families. Ask about family composition, language, values, traditions, and concerns to help you understand and connect with families and students on a more personal level and build on students' competencies.

Engage families in SEL. Engage families in understanding the purpose of SEL and how it supports academic learning. Involve families in generating SEL goals for their children so that they can help their children meet these goals outside of the classroom.

Affirm diverse backgrounds and traditions. Have students share and listen to others' experiences and values. This builds empathy and affirms the strengths of diversity in the classroom.

Use effective discipline practices. Reduce and prevent the use of exclusionary discipline in your classroom. Teach students skills that help them take responsibility for their actions and manage their behavior in alignment with your SEL program.

Don't forget your own social and emotional assets and needs. Educators can experience stress from supporting students' social and emotional needs, managing behavior, and navigating student trauma. Regularly reflect on how you can leverage your assets to support SEL in your classroom and seek guidance and support from peers as needs arise.

Additional resources on bringing equity into SEL

11 Ways Schools Can-and Should-Involve Families in SEL Programming. This article shares SEL practices that schools can use to engage families, and practices families can use to support SEL efforts at home.

Pursuing Social and Emotional Development Through a Racial Equity Lens. This brief describes ways equity and social, emotional, and academic development can be mutually reinforcing. It also provides considerations for examining issues of race directly in SEL programs. The authors offer productive strategies such as:
Building on student strengths, attending to root causes (such as discrimination, violence, homelessness, and hunger), addressing stereotype threat, respecting all cultures, providing needed resources, supporting adult social-emotional health, and engaging families and communities.

School Guides for Incorporating Equity into SEL programs

Applying an Equity Lens to Social, Emotional, and Academic Development. This issue brief describes some of the barriers that students face in developing social and emotional competencies and promising initiatives that apply an equity lens to SEL. Opportunities for eliminating barriers include:

School racial and socioeconomic integration initiatives

Restorative justice practices

Trauma-informed system interventions

Culturally competent and equity-literate educators

SEL and mindfulness programming to support students and teachers

Integrating a Focus on Equity into Social and Emotional Learning. This infographic summarizes some of the practices described in the issue brief above.

More on SEL

Topics: Classroom-based intervention Family engagement Social-emotional learning

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Want to build an equitable classroom? Start with social-emotional learning (SEL)

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.