# data[].attributes.body
On paper the two boys look very similar. They are the same ages, been in foster care for many years and had the same medical diagnosis. As a teacher we are given "snap shots" of our students. Using these we often come to a conclusion as to what the child will need or be like in our room. However, because of the way that these 2 boys began life they were very different, and that was not visible on the paper. It is important to realize that the paper we are given does not tell us everything we need to know about our students. As educators we need to take the time to get to know our students and build a relationship in order to help them grow both academically and personally when in our classroom.

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To me the Goldilocks effect is about giving our students the right amount of challenge to grow without causing them to shut down. It is also important to realize that these challenges are not just the academic ones that our students face in the classroom. A student can be challenged or stressed from other things such as going on a field trip, working in a small group with new people, a change in seats, or when our specials rotate. As a teacher we need to look for some of the signs that our students are stressed and then help them navigate these situations.

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Thomas and James were both sent to a treatment center after being in numerous folster homes. They were both on numerous medications. They had been in the foster center for about a year.

When Dr. Perry met with each of them, he discouvered they were very different. In the end, Thomas and James handled treatments and life very differently because of their different pasts. Thomas improved with treatment while James got worse. He didn't have the tools to succeed.

Thomas had an abusive father which led to a foster home at age six. He still had a mother but wasn't able to live with her unless she left his father. He had mood swings and was believed to have childhood PTSD. Throughout his life he had many people in his corner that loved him. He also had a very good start to his life, before his father's deterioration.

James had a very different upbringing. He was abandoned by his mother when he was 3. His granmother took care of him but he was neglected by her and never really knew what love was. She quit on him when he was 8. He didn't trust anyone becasue he didn't have one person in his upbringing that showed him unconditional love.

This story really makes me think about my student's pasts and how much their past affects their daily lives now and its not always about what happened to them but what they didn't get in their lives. For example, I have a student in my class right now who told me on the first day of school that he was a donkey. He told me that he was dumb and that he wans't capabel of learning. Later in the year he told me that his mom and dad told him he just didnt learn like other kids and would never be able to learn. This became his truth for so many years. Although his parents didn't abuse him or neglect him, they robbed him in believing in himself and of what he was capable of. He has made so much growth this year and has come so far in because he finally is surrounded by people who believe in him and tell him he can "do it." This also makes me think about many of my other students who strugggle to learn. I need to make sure I give students grace and build relationships with all of them so they know they have "someone" who loves them.

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Just saying "kids are resilient" can lead kids down a painful path. Trauma changes people in different ways. It depends on the trauma and how the person reacts to the trauma. The "just right" dose of a challenge or a stressor depends on a number of factors, especially the developmental stage a child is in. You have to know the child's strengths and their gaps in their learnign before you can provide them a healthy dose of stressors. You don't want the child to become feearful of failing. The challenges have to be achievable which is tricky because many teachers aren't taught how to monitor students, differentiate curriculum to meet the needs of the student. The system is failing out students because only the teachers who are skilled in knowing all of their students streghts and chellenges are the ones who will be successful in helping all children learn and grow.

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I think that being truly trauma-informed means being able to understand the impact that trauma has on learning and knowing how to implement strategies that help regulate a child. Often children who are stressed or triggered by something act out or struggle with learning. Then they are labeled as " lazy, dumb, bad, rude, or troubled". We need to start looking at these students and wondering what happened to them and what can we do to create a safe environment that they can thrive in.

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I think our current system can be too stressful or take away the stress too much. I am guilty of not finding the Goldilocks level. The structure of entering a classroom from whatever is happening before coming to school can be hard for a lot of kids. For some of them, I give time in the library to find their calm zone. Since last year I have started the day with a 7-minute silent start. I provide kids with playdough, coloring, and computer time to regulate before the school day starts. But, on the flip side, it's easy to shelter the students from the challenges of learning and walk kids through without letting them struggle. It's a balance of calm moments and rigor. I am still trying to perfect that with each kid and each class I teach. I am still learning.

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The two boys seemed like they both were experiencing the same problems but digging deeper they found they were dealing with trauma in opposite ways. I have seen both types of students. The student with the hyperactive side usually gets identified and focused on first. The disassociative child was harder to figure out and seemed to be slower to identify. That's hard. When a child is "checking out" we don't always know why. Is it a learning delay? Is it ADD? It takes a lot to piece out that it might be trauma. However this information will be useful to think, about when a child is struggling with focus.

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I think this makes me realize that I need a front seat to the information about students' history as much as the mental health support staff does. It is easy to misidentify trauma as a reading, learning, or behavior disorder. Without proper sharing of information, I cannot make the best choices as a teacher. We also need to break down the stigma of sharing "what happened to you."

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One of the ways I try to help students is through lunch time with me. If they seem upset or down, they can come in and I will open the door for them to speak with me about concerns and problems. Also, I make an effort to form a relationship with all students and talk to someone about their life each day.

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Passeretti -Thomas, displayed behaviors such as hypervigilance, impulsivity, and emotional dysregulation in response to stressors. He was easily agitated, prone to outbursts, and struggled to calm down after experiencing stress. James on the other hand was exhibiting dissociation he  appeared detached, withdrawn, and emotionally numb in response to stressors. James seemed disconnected from reality, lost in daydreams or fantasies, and had difficulty engaging with his surroundings. 

# data[].attributes.subject
Passeretti -Thomas, displayed behaviors such as hypervigilance, impulsivity, and emotional dysregulation in response to stressors. He was easily agitated, prone to outbursts, and struggled to calm down after experiencing stress. James on the other hand was exhibiting dissociation he  appeared detached, withdrawn, and emotionally numb in response to stressors. James seemed disconnected from reality, lost in daydreams or fantasies, and had difficulty engaging with his surroundings. 

# data[].attributes.headline
Passeretti In my teaching experience, I've encountered students who exhibit both hyperarousal and dissociation in response to stressors.  Some students can easily be overwhelmed, agitated, or reactive in challenging situations. Others students exhibit dissociation by appearing emotionally distant, withdrawn, or disengaged from their academic work or social interactions. 

# data[].attributes.subject
Passeretti In my teaching experience, I've encountered students who exhibit both hyperarousal and dissociation in response to stressors.  Some students can easily be overwhelmed, agitated, or reactive in challenging situations. Others students exhibit dissociation by appearing emotionally distant, withdrawn, or disengaged from their academic work or social interactions. 

# data[].attributes.headline
Passeretti The impact of trauma is very intense and understanding it is still very complicated . Understanding strategies and triggers to help a student or a child is very challenging. I think as a middle school teacher with 100 students getting to know them in a 60 minute block can be challenging. Educating teachers, helping teachers understand what to look for has been helpfully. Providing more mental health in our schools has been extremely supportive

# data[].attributes.subject
Passeretti The impact of trauma is very intense and understanding it is still very complicated . Understanding strategies and triggers to help a student or a child is very challenging. I think as a middle school teacher with 100 students getting to know them in a 60 minute block can be challenging. Educating teachers, helping teachers understand what to look for has been helpfully. Providing more mental health in our schools has been extremely supportive

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Passeretti - he Goldilocks effect is the idea of seeking balance or moderation. It is the importance of finding the "just right" conditions or solutions to achieve the desired result. In theory this would be amazing. However, it is not always easy to know exactly what to say and do. On top of that we as adult tend to revert back to the way we were raised. This can make it challenging to do 'Just right" with so many variables. 

# data[].attributes.subject
Passeretti - he Goldilocks effect is the idea of seeking balance or moderation. It is the importance of finding the "just right" conditions or solutions to achieve the desired result. In theory this would be amazing. However, it is not always easy to know exactly what to say and do. On top of that we as adult tend to revert back to the way we were raised. This can make it challenging to do 'Just right" with so many variables. 

# data[].attributes.headline
Passeretti  I take my students on a walk and this provides time for my students to ask me questions and share their thoughts. It helps  builds a relationship with teacher and peers. 

# data[].attributes.subject
Passeretti  I take my students on a walk and this provides time for my students to ask me questions and share their thoughts. It helps  builds a relationship with teacher and peers. 

# data[].attributes.body
I spend a lot of time on SEL lessons and practicing different scenarios. Not only has it helped the relationship between myself and my students, but also their relationships with each other. Through these lessons my students have talked about who is in their friend circle, trusted adults, ways to judge the size of their problems, and how to communicate with someone when they are upset. I have noticed the students using these strategies more and more as we move through the year. These lessons have also taught my students ways to calm down and regulate themselves. I have also noticed they are now more comfortable asking me if they can have a minute to calm down and refocus.

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When we encounter trauma, the lower parts of our brain respond with fight or flight, and these become patterned stress responses in our core neural pathways. The two boys demonstrated the two extremes, hyperactive stress response and dissociative stress response.

I see the same thing in my classroom all the time. I can think of students who absolutely cannot sit still, who take a long time to get settled, and are set off by the smallest disturbance. Others will put their heads down or disengage entirely, and go almost mute. Learning about these different trauma responses has helped me greatly to know how best to respond to students in both of these states. And helping students navigate the arousal continuum has reaped huge benefits for my classroom climate and culture.

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This is one of the biggest challenges as a public school educator. We are to provide an "equal" education to all of our students, with all of their differences and backgrounds. An appropriate dose for one is too little for another, and a triggering dose for a child who has experienced trauma. Whenever we fail to provide choice, options, and opportunity for students to drive and push themselves, we hinder their development. By providing students choice and encouraging them to select more and more challenging options, we can help empower them to find more resilience in themselves. Especially at the secondary level, I see so many kids that need to be empowered to take charge of their own life, to make choices, even when they're not the choice we would make, and learn from each one.

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All of our work as educators begins with reflection on our own past, our biases, and our world view. Without careful reflection and continual reevaluation, we reinforce the same biases and structural inequalities that raised us. The text identifies the difference between explicit racism and bias and acknowledges that anti-racist people can continue unconscious bias that replicates and continues inequality for our marginalized students.

We have to acknowledge our privilege in the classroom and consciously correct for the way our systems and society continue to disadvantage certain types or classes of people. This is the work of a lifetime, not a moment, and we can never imagine that we are "done."

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I intentionally select curriculum and people to highlight from different cultures and parts of the world. I try to build a strong classroom community that is supportive and understanding of students' differing strengths and challenges while providing multiple opportunities for challenge that scale throughout my time with a class of students. Music is a wonderful place to provide these more "therapeutic" teaching moments that are repetitive, rewarding, relevant, rhythmic and relational.

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Every child is different. My own children have similar diagnosis but react differently to situations. Treating children where they are and recognizing what each individual needs is vital for academics and social emotional learning. 

# data[].attributes.subject
Every child is different. My own children have similar diagnosis but react differently to situations. Treating children where they are and recognizing what each individual needs is vital for academics and social emotional learning. 

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This is a tough one. You try, as a teacher, every day to meet the needs of every student. The system does not set teachers up for success. We are implementing curriculum for every subject area that we have spent hours and hours planning, we have 20+ children that need "just right" stressors and this feels impossible. We also need to be regulated ourselves. Thankfully we have counselors available to help manage students anxiety and stress. 

# data[].attributes.subject
This is a tough one. You try, as a teacher, every day to meet the needs of every student. The system does not set teachers up for success. We are implementing curriculum for every subject area that we have spent hours and hours planning, we have 20+ children that need "just right" stressors and this feels impossible. We also need to be regulated ourselves. Thankfully we have counselors available to help manage students anxiety and stress. 

# data[].attributes.headline
Teachers are not equipped today with any type of trauma training. This is, again, something we must educate ourselves on and seek out. We are give tools to education academically and considered "proficient" for knowledge in all subject matters, however we need more training in the impact trauma has on our students and how it impacts our classroom.

# data[].attributes.subject
Teachers are not equipped today with any type of trauma training. This is, again, something we must educate ourselves on and seek out. We are give tools to education academically and considered "proficient" for knowledge in all subject matters, however we need more training in the impact trauma has on our students and how it impacts our classroom.

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I have a calm corner in my classroom where students can go if they are not feeling well mentally. In the calm corner, there are stuffies, figets and books to help regulate. When the timer goes off, I check in. They can talk to me or request to the see the counselor at that time. Sometimes they do both. I offer a hug and kind words. 

# data[].attributes.subject
I have a calm corner in my classroom where students can go if they are not feeling well mentally. In the calm corner, there are stuffies, figets and books to help regulate. When the timer goes off, I check in. They can talk to me or request to the see the counselor at that time. Sometimes they do both. I offer a hug and kind words. 

# data[].attributes.body
This chapter has given me a new a chance to see some of my students behaviors in a new light. Not just my students, but personal friends and family. We all want familiarity. Even if my classroom is calm and loving some students are going to act out to try and get a negative response because that is what is familiar.

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Obviously, the biggest statement that stood out to me was "And it's especially regulating if you can walk in nature." In a world that is controlled by technology, studies are continuing to show the importance of spending time outdoors for both children and adults.

But overall, this chapter made me think about the importance of differentiation. We can often see behaviors increase if work is to easy or to difficult for our students.

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The goldilocks effect is challenging students at a level that is "just right" for them. We want our students to feel challenged but finding the balance of this is important. We don't want them to have an impossible challenge because this can lead them to shutting down or being more hesitant to step out of their comfort zone. We also don't want to create too small of challenges for students. I think our system right now is very standards, academics based which doesn't address the many needs of our students. Finding opportunities to build their life skills and teach content can be difficult. I would like to provide more rhythmic opportunities for my students. I liked the idea of walking and maybe implementing walks during our SEL time.

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The two boys, Thomas and James, had the same DSM labels. (ADHD, major depression, intermittent explosive disorder, and conduct disorder). In addition both boys were on multiple medications to help with the symptoms. When Dr. Perry met with each of the boys he learned that although both boys were given the same labels, they presented in very different ways. Thomas had been abused as a child and was in a heightened state of awareness - with an elevated resting HB of 128. James was abandoned and was in a dissociative state with a resting HB of 60. Even though both boys "wore" similar labels, they were nothing alike in how they interacted with others and their behaviors.

This was an aha chapter for me, because there are so many times as a teacher we receive a "snapshot" of a student's behavior, but we seldom are given the full story. We me see this "snapshot" prior to meeting the student and will jump to conclusions based on other students we have interacted with, with similar snapshots. It is important for teachers to recognize that just because a student has a similar "snapshot" does not mean the behaviors that are seen will match to what has been previously experienced. It is also an invitation for a teacher to dig deeper and to unveil the bigger picture to better understand what has happened to the student.

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Our current system often still reflects a cookie cutter system where all are expected to fit within one mold. We all know that we need to differentiate and teachers work hard to meet each student where they are at, but when you see 100+ students a day, the task is challenging. There is also the pressure of limited time, so trying to find the time to build relationships with each individual student also proves to be difficult. Given this, I feel our current system falls short of building resilience. For some students the tasks are too challenging, for others, too easy, and for a few just right.

I think one area of improvement is for a shift in thinking in education, that allows teachers more opportunities to build relationships with their students. Time for teachers and students to socialize without the pressure of pacing guides, testing, etc. Without these strong relationships and connections, I think teachers and students are both floundering, just to get through.

Another area of improvement is to have more open conversations about each of our students stories. Due to privacy issues and concerns, it feels like people are afraid to share what they have learned about a student and leave it to the student to open up on their own about their background and they will share when they are ready....this means that the teachers before you have done some of this leg work and have information, but don't share it. For example, I had a student a couple of years ago who witnessed the murder of their mother. I didn't learn this information until 4 months into the school year, when I had finally built a relationship with the student who was then comfortable enough to share. Just think about how different my approach would have been if I had known about this trauma from day 1.

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"More children are expelled from school in pre-K than at any other grade level" (What Happened to You, pg. 222). This statement stood out to me. We are very quick to have children removed from the system rather than trying to ask the hard question of what happened to the child that might be "causing" them to act the way they are. This is true at a young age or an old age. I think this is a reflection on a lack of trauma training and understanding. We are taught throughout our path to be a teacher of what is developmentally appropriate at each of the grade levels we teach, but rarely do they teach us what to expect of a child who has experienced trauma and a delay in their development for whatever reason. We are told to differentiate, but not always shown what exactly that looks like within the confines of a classroom. How do you help regulate one child in a room of 30 and manage the other 29? As far as bias, race, and systemic oppression I think it is important to remember that some of these are ingrained at a young age and some of us are not aware of our own feelings. They are a part of our lower part of our brain and interactions pass here before moving to the higher cortex level. I think it is important to allow teachers opportunities to explore their own feelings around bias, race and systemic oppression and work through these in a controlled manner, so that when we are exposed to a new situation we are able to get to our cortex more quickly, and avoiding getting stuck in our brain stem. On page 238 they talk about implicit bias and the interaction between a white cop and a Black teenager. I believe this carries over to the classroom as well ... our implicit biases may unknowingly trigger responses that we are not aware of and left questioning why did I react the way I did.

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These chapters have reminded me of the importance of truly understanding the backgrounds of my students. Taking the time to build the relationship, without forcing it, so that they are comfortable and regulated in my classroom. I need to engage in implementing regulation techniques throughout the day to help all students and to learn how to recognize when a student is not regulated. In addition I need to spend some time to learn about my own implicit biases and recognize when my reactions are coming from the brainstem and find techniques that will help me to stay regulated and able to access my cortex. By finding ways to implement all of these things, I believe I will be better able to help all of my students grow in their academic experiences.

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As an educator I have realized the importance of trauma training. Through teaching I have realized how much trauma our students have been through but after reading this book my eyes have been opened to how much this trauma impacts our students on the daily. What might seem like the smallest of thing, like Old Spice, can be a huge trigger for a student. I think being trauma-informed should be a requirement for our school systems. We might not always be able to learn what traumatic event has happened to our students but being informed in how to support them in the classroom setting will only support our students lives in the future more effectively. When the text said "Even if the child "progresses" to the next grade level, they are still behind, and this sets them up to fail" and "when they try to avoid constant humiliation of school they are charged with truancy" These two statements really stuck with me because it shows we have to be more aware of our students backgrounds and supporting them. We might not always learn specifically what happened but we can shift our thinking to "what happened to them" in order to better support them.

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I have started to include more lessons based on coping skills, learning others perspectives, cultures, different character backgrounds, which helps us have more conversations that students can relate to. It helps to broaden these conversations beyond just the SEL time. I also want to start implementing a walking day and have my students go on a walk around the school!

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The educational system can support with the understanding the learner's developmental stage in regards to how to provide resilience opportunities. This will support in the learner feeling safe and wanting to take on the challenges vs plunging the learners who are often in the fear state to take on too much.

Reflective Listening-- If adults can support with the stress response levels by restating what is being said, the dysregulated person will ultimately catch the calm. This could be supported in our educational system by recognizing how to support the learner.

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It is important to learn about trauma and stress responses. The more we understand the behaviors, the more we can anticipate what the student needs to manage their comfortable level of resilience. It is also super important to help students understand themselves and not allowing their behaviors to cause the world to label them with a negative view vs providing them oppportunities to advocate for their needs and successes.

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I am forever grateful that I teach in Aurora. I grew up in a small, predominantly white rural town. I didn't realize I had embedded biases until I began to teach in Aurora. The importance of both teachers and law enforcement to have this training is critical.

I am grateful our school has focused so much on NME. It has made a impact on how I think about my students outbursts. It has helped me slow down, show empathy, and think how I can further support my student.

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I feel that I am already using many of these components in my classroom. Building relationships, rhythm, dedicated SEL time, giving different students different things to support them and their trauma. We actually just had one of our students get a full NME evaluation, which was very eye opening.

We have to continue to show patience and understanding with our students.

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Thomas and James are 12 year old boys living in the same residential treatment center. Both boys were labeled "out of control" and given the same DSM labels, but the boys presented very differently. Thomas was inattentive, oppositional, defiant, and aggressive due to an overactive and overly reactive arousal response (hyperarousal). James presented completely different. He was empty and disengaged (dissociation).

This story fits in my teaching experience because we see it everyday. We see each end of the spectrum and everything in between. Especially as a specialist. We see hundreds of students a day. Each student presents in different ways. I've found that building relationships and being a loving, consistent, and safe space for them is the best way to support students, no matter where they fall on the continuum.

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The Goldilocks effect is finding the proper "dosing" of challenge for students. The challenge shouldn't be too big, it also shouldn't be too small. If the challenge is going to build resilience, it has to be moderate, just right. Unfortunately, I don't feel like our system makes decisions that support building resilience in our students. The system cares about data data data. As a specialist, I've always felt bad for the amount of testing classroom teachers have to do. Yes, we need to know what students know, but teachers are the experts, not the test. Students don't fit in a one size fits all education. Curriculum and tests shouldn't expect that they do.

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These two boys were given the same diagnoses, but these cover up the root cause of the behavior. Each child had a different experience in the early years of life, and it affected their stress response as they grew up. It is easy to see our students as having a diagnosis or a disorder and that being the end of the conversation. As educators t's important to think about the deeper impacts of behaviors and how we can support students in a positive and therapeutic way.

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Dr. Perry makes a strong statement about resilience. We expect our children to be resilient and "move on", but that isn't a natural characteristic. Children can exhibit resilience, but it takes time, repetition, and caring environments. We think of this as overcoming obstacles and completing challenges, but this comes with dosing. We have to be thoughtful with how many challenging tasks we put on our students. Our students need doses of regulation in order to practice resilience.

Our school system doesn't support this notion of dosing. As a primary teacher, I am tasked with giving students tests in every subject while trying to improve their social emotional health. There needs to be a better balance between cognitive load and regulation.

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It is easy for us to look past trauma or even connect trauma to situations where it doesn't exist. To prevent this, we can dig deeper and analyze what the root cause is, whether it's based on trauma or not. Our school system is quick to label students in order to get them care, but that doesn't mean it's the right thing. We also look at what our students should be able to do and compare them to grade level peers. Some of our students are functioning at a lower developmental level due to factors in their past. It's important as teachers to address this and provide them with specific support.

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I try to incorporate dosing throughout the school day. I do my best to balance the cognitive work load with regulation and calming activities. Students do better when they have breaks between their cognitively-demanding activities.

As far as being trauma informed, I look at my students for who they are and how they are functioning. This can change from day to day or subject to subject. I can plan for my students and put specific supports in place when I know an event or activity is triggering for them.

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I think that students who are over-reactive or have hair-trigger responses tend to be like the squeaky wheel that gets the oil, and these kids often get a lot more attention than students who disassociate. For over-reactive students, creating a calm and empathetic environment is crucial. Encouraging open communication, providing outlets for stress relief, and teaching coping strategies can help them manage their emotions effectively. Conversely, with dissociative students, fostering a sense of safety and trust is really important. Offering consistent routines, gentle reminders, and individualized attention can help ground them in the present moment and mitigate dissociative episodes. In both cases, maintaining patience, compassion, and flexibility is key to guiding students towards emotional regulation and academic success.

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This is something I think about often, how to push kids so they can grow but not so much that they feel lost or start to shut down. I think school provides some effective practices towards this goal, but since students are so different and classrooms can have such "one-size-fits-all" approaches that it's difficult to really tailor this concept to the individual needs of students, which is so important if it's to be effective. I think it helps to create safe spaces where students can take risks and understand that nothing bad will happen to them if they fail. If they feel safe, they might push themselves harder.

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Today's schools often don't meet students' diverse needs, especially those who have experienced trauma. Being "trauma-informed" means understanding and responding to why students act the way they do, rather than just punishing them. However, this can be difficult to do in an environment with so many students with such diverse needs, histories, and trauma responses. It's about creating safe, supportive environments where every student feels valued. But biases based on race and socio-economic status make things worse, leading to unfair treatment and making some students feel disconnected and left out. To fix this, schools need to tackle these biases and create fairer, more inclusive spaces where every student belongs. There should be ongoing dialogue, and this should be an automatic topic that is included in meetings to discuss traumatized or reactive students.

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A teacher can foster an environment of "productive struggle" in her classroom by creating tasks and activities that are challenging yet achievable for students. She can encourage students to embrace challenges as opportunities for growth rather than as obstacles. One effective method is to provide open-ended problems or projects that require critical thinking and problem-solving skills. Additionally, the teacher can offer support through scaffolding techniques, such as breaking down tasks into smaller steps or providing guiding questions, while also allowing students the autonomy to explore different approaches and solutions. Emphasizing the process over the final outcome and celebrating students' efforts and perseverance can further cultivate a culture where productive struggle is valued and embraced as an essential part of the learning journey.

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I use my calm corner for when students are truly disregulated. (I use a timer.). I also use it for a short group session. After the friendship group with our counselor learned some communication skills, they asked if they could work out an issue that had arisen. They sat and talked calmly and used their skills. It was amazing to hear 2nd graders use their words to work out a problem! I also begin our classroom with a speech that we are a classroom family. I try to reinforce empathy this way. We need to work together and take care of one another in our classroom family. I've also instituted lunch with students in the lunchroom. I like to see how they interact with each other outside the classroom and how I can influence their continued work on empathy and problem solving in that space.

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I do believe that there is a mismatch between the needs many people have and the systems designed to respond to those needs, but I'm not sure that toxic is the right word in my opinion. However, I do believe the systems are extremely overwhelmed and understaffed. Unfortunately, the needs of our students are getting greater and greater. Luckily for Mosley, we have an amazing mental health team and support staff. But they are spread thin. Most days, they are running in 100 different directions. This is one reason why this book study is so important. So many of our staff are becoming trauma informed, and learning NME strategies that they can use in their classrooms.

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On paper, these two boys seem very similar. However, the more we read and learn about the two boys, we learn that they are not as similiar as we thought. They are diagnosised the same but how they have dealt with thier trauma and how they've responded as been anything but similar. The comparison of these two boys made me think of how our students all have very different needs no matter how similar we think they are or what they've been through in thier lives. As teachers, we make up a very small part of our students' lives but it is also very impactful. The story of these two boys really make me ask myself, how can I meet the needs of all my students in a way that is most effective for them and those around them? -Jordan Miller

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This really made me think of what a lot of educators refer to as "productive struggle" where we provide just enough support to point them in the right direction but not enough that they can't figure it out on thier own. With that being said, I think there is a very fine line between the right amount of stuggle, too much support and not enough support where they aren't making the progress expected. It is something that takes time and practice to really figure out. I think that also goes beyond just academics in and out of the classroom.

-Jordan Miller

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This really made me realize how much trauma can impact our students and to be a truly trauma informed teacher/school is going to take a lot more than reading one book and having a couple PD sessions. As a school and educators, we really need to be diligent and intentional about what we are doing to support our students who have been through trauma. -J.Miller

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I think building relationships with students is absolutely key. Kids cannot learn if they do not feel safe and loved in the classroom, especially students who've been through a lot of trauma. There are many ways to do this but one of my favorite ways is just spending time getting to know my students beyond the classroom. I will eat lunch with them every week, go outside to recess with them sometimes and take time to play and enjoy each others company. -J.Miller

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The two boys both had similar experiences, however they each dealt with it differently. They both had been in multiple foster homes and on medicine as well. They each handled the treatment differently because they although their experiences were similar the way they dealt with the trauma was different.

This makes me think about how although our students may have similar experiences the thing that may have worked to regulate one child may not work for another, even if their past or experiences were similar. That is where we as teachers need to go outside of the academics we are trying to teach and build a relationship with them in other ways.

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The Goldilocks situation was a great example for me to think about, thinking about what would be "just right" I think often we want to protect students so we may not push them as much as we can for fear of having them shut down, however not pushing them to the "just right" point can be just as bad as pushing them too far.

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By looking into how trauma affects the brain and learning and relationships, you're able to gain a more comprehensive understanding of your students as a whole. This helps me empathize with their experiences, which could provide a more supportive and inclusive learning environment.

I think it is important to be reflective about your own thoughts and words that you say.

By continually educating yourself, reflecting on your practice, and prioritizing both your students' and your own emotional well-being, you can commitment to creating a nurturing and empowering educational environment.

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I think for me this shows up as I often reflect on my day and conversations I have had with students throughout the day. Through this, I am able to mindful about my own actions and if I make a mistake, I come back to the student the next day and apologize. I often try to ask people their perspectives on things to gain new understandings.

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In my teaching experience, I've encountered students who display similar responses to stress. Students like Thomas, who show hyperarousal, often have trouble sitting still, following instructions, and interacting peacefully with classmates. These students may benefit from structured environments, clear expectations, and calming techniques such as mindfulness exercises or breaks for physical activity to help them manage their energy and emotions.

On the other hand, students like James, who exhibit dissociation, may appear disengaged, uninterested, or even bored. These students often require different strategies to help them re-engage with their surroundings and the classroom activities. Techniques that can help include building strong, supportive relationships, creating a safe and predictable classroom environment, and using interactive and hands-on learning activities to capture their interest.

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Increasingly, schools are implementing SEL programs that teach students skills such as emotional regulation, empathy, and problem-solving. These programs directly contribute to building resilience by helping students navigate stress and challenges.

Also access to counselors, psychologists, and social workers provides students with resources to handle personal and academic stressors. These professionals can offer individualized support and interventions to help students build resilience. Hinderances are that in many schools, there is a shortage of mental health professionals, which limits the availability of support for students experiencing significant stress or trauma. Without adequate support, these students may struggle to build resilience.

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These systems often fail to address needs of those they are supposed to serve, especially in the context of trauma. To be truly "trauma-informed," systems need to recognize and respond to the specific experiences of individuals, taking into account how trauma affects development, behavior, and learning. As for Biases...Bias and systemic oppression can lead to disparities in the way services are provided and accessed. For instance, students of color might be more likely to face disciplinary actions rather than receiving the support they need, perpetuating a cycle of trauma and marginalization. By addressing these shortcomings and focusing on what it truly means to be trauma-informed, systems can better meet the needs of all individuals, especially those who have experienced trauma. This approach not only supports healing but also fosters resilience, connection, and belonging

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Teachers, administrators, and social workers often do not receive sufficient training in trauma-informed practices. Without this knowledge, they may misinterpret behaviors associated with trauma, such as withdrawal or aggression, as mere disciplinary issues rather than signs of underlying distress. This can lead to punitive measures rather than supportive interventions, exacerbating the student's difficulties.

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As a Dean of Students, integrating trauma-informed practices is crucial for fostering a supportive and inclusive educational environment. This involves creating both physical and emotional safety by promoting a culture of respect and support among students, faculty, and staff. Regular training for teachers and staff on trauma-informed care, cultural competence, and implicit bias ensures that the entire school community is equipped to understand and address the impacts of trauma, particularly for students of color. Providing access to counseling and mental health services, facilitating support groups, and implementing restorative justice practices help to create a holistic support system that prioritizes students' well-being and fosters a sense of accountability and community.

Moreover, these practices extend to individualized support and advocacy. Developing personalized support plans for students who have experienced trauma, regularly monitoring their progress, and making necessary adjustments ensures they receive the appropriate assistance to succeed. Involving families in the school community and maintaining respectful, inclusive communication helps build trust and rapport. By advocating for resources and policies that support trauma-informed education at higher levels and implementing programs that promote well-being and celebrate diversity, I aim to create an environment where all students feel safe, supported, and empowered to thrive despite their challenges. This approach not only addresses immediate needs but also builds a resilient and inclusive school community.

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When I'm able, I like getting support with the rest of my class and the student and I go for a walk to the office, copy machine, etc. together. Since we're in kindergarten, I offer my hand and we just simply talk and then before we return to class I bring up the problem they're having in class, offer a suggestion or 2 and then encourage them to just do their best. I think knowing that my belief in them is unconditional and if they hit a bump, I'll be there to support them and get them back on track

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I think schools have come a very long way with support students with trauma and other mental health concerns even since I began teaching 20+ years ago. Our mental health team at Mosley is remarkable! However, they aren't able to support every child. It's so important for schools to have teachers and support staff who are willing to take the time to get to know students and understand why they may act the way they do.