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Supporting and teaching ELL students with trauma

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Supporting and teaching ELL students with trauma

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Interest in this topic stems from experience with a student who had been through trauma (mother shot, left behind family, etc.)

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How students process trauma depends on their age and level of development.

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How students process trauma depends on their age and level of development.

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Identify students' existing strengths.

Honor, value, and acknowledge these strengths.

Help students become aware of their strengths.

Build instructional programming that boosts social ties and networks by drawing from students' strengths.

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Recognize that a child is going into survival mode and respond in a kind, compassionate way
Create calm, predictable transitions
Praise publicly and criticize privately
Create a classroom mindfulness practice
Take care of yourself first to prevent compassion fatigue and/or burnout

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Create a space that both  acknowledges past experiences, promotes healing, and increases a student's English proficiency

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Create a space that both  acknowledges past experiences, promotes healing, and increases a student's English proficiency

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Unpredictability
Sudden Changes or Transitions Loss of Control
Sensory Overload Vulnerability
Being Confronted
Rejection

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Students are not ready to learn if they're in a fight or flight state. When youth experience continuous threats/trauma, the brain/body is put into a chronic state of fear, activating the “survival brain” (mid/lower areas of the brain. This can create a faulty and overactive alarm system in their developing brain. When youth are in a triggered state, they may not be able to access higher functions of the frontal lobe “learning brain”.

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Traumatic experiences in childhood can diminish concentration, memory, and the organizational and language abilities children need to succeed in school. 

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Traumatic experiences in childhood can diminish concentration, memory, and the organizational and language abilities children need to succeed in school. 

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https://www.nj.gov/education/bilingual/pd/pp/newcomer16/CreatingaTraumaInformedEnvironmentforELLs.pdf

https://www.colorincolorado.org/article/using-strengths-based-approach-els-supporting-students-living-trauma-violence-and-chronic

https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1210&context=hse_cp

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Learning about the impacts of trauma can help keep educators from misunderstanding the reasons underlying some children’s difficulties with learning, behavior and relationships.

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Learning about the impacts of trauma can help keep educators from misunderstanding the reasons underlying some children’s difficulties with learning, behavior and relationships.

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A shared understanding among all staff

The school supports all children to feel safe physically, socially, emotionally, and academically

The school addresses students needs in holistic ways, taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being.

The school explicitly connects students to the school community and provides multiple opportunities to practice newly developing skills.

The school embraces teamwork and staff share responsibility for all students.

Leadership and staff anticipate and adapt to the ever-changing needs of students.