# data[].attributes.body
One student who I worked with throughout crisis was a boy who always came to school with bruises and we ended up calling CPS to help protect the kid

# data[].attributes.body
Applying trauma-responsive care means understanding that a child’s behavior may be a response to something they have experienced rather than simply “bad behavior.” I can use this approach by being patient, listening to the child, creating a safe and predictable environment, and using a calm voice when they are upset. I can also pay attention to their individual needs and possible triggers and give them choices when appropriate. This helps build trust and allows the child to feel safe, supported, and understood.

# data[].attributes.body
I think about a time where a student had a bunch of parent stuff going on at home and would come to daycare in a yucky mood. After getting the full story from mom things cleared up with behavior but all in all before knowing we had placed a behavior problem with the child and the parent not communicating things with us in order to help the child.

# data[].attributes.body
I have a student who acts out in physical aggression when they feel like they are in trouble. Once we understood they came from a trauma background, we were able to make small accommodations such as giving feedback in a positive way.

# data[].attributes.body
I think about a time when I had a student that had extreme emotions. When he was mad or angry he would try and flip the tables, throw chairs, throw toys, and just destroy everything. When learned more about this student and the struggles they were dealing with at home. Using this we used visuals and tools to help him calm his body and showed empathy for him.

# data[].attributes.body
I had a child who was extremely hyper and was all over the place. This child could not focus and was extremely needy, hoarded school supplies, and needed to move and be heard. We learned that the home situation was horrific and he and his twin had been homeless living in a car with their mom. She lost custody and the twins were placed in foster care. I ended up getting the details which made me empathetic to the situation and helped create the much needed patience for the situation. Then my co worker and I developed a plan and used tools to help redirect and keep this child calm while in our care. I noticed significant changes in the child's behavior and structure and consistency was the key to our success.

# data[].attributes.body
No matte what is said in class, She will react with lots of drama and accusations and want to leave the classroom whether you give her permission or not. Something at home has to be going on. Parental support is lip service at best. She then does whatever she wants because its easier than dealing with her issues.

# data[].attributes.body
Student R often had emotional outbursts when he didn't get his way, especially regarding punishments (even small ones). He was particularly triggered when we threatened to contact home. With trauma glasses on, I worry about how his parents react to any misbehavior, because he seemed angry and fearful at the thought of them finding out his shortcomings.

# data[].attributes.body
I have a student who is a quick to anger case. She can be playing and all of the sudden something happens and she is infuriated and will destroy all the things around her. Once you can connect to her she will settle down and then reactions are calm

# data[].attributes.body
I know a few children who don't have the best home life. Their mom is a single mom with three children. The oldest child will insist on taking any of her left over snack home with her every single day. The middle child will eat food off other children's plates or the floor. I feel like they don't get much food at home. So we try to make sure they are well fed while they are in our care. They have seen their parents fight and I believe they have behavior problems due to that trauma.

# data[].attributes.body
One of the students that I spent a great deal of time with last year was a female in the 4th Grade. She became a member of our school community when she was in the 2nd Grade. She was kicked out of her previous school and came to us with an extensive record of behavior challenges. She was often late to arrive at school and came in highly irritated most mornings. She missed breakfast and would complain that she was hungry.Typically she would come in hollering at her classmates and/or her teacher. Once she settled in to her classroom, she would often fall asleep. After her lunch time, she would become even more annoyed by her peers. Many days she would come into my classroom to calm down and reset. We would set small attainable goals for her to meet when she would return to her class. Some days she would need to revisit my room and reset multiple times throughout the day.

# data[].attributes.body
The student's father killed another family member and is now in jail for life. The student displays aggression, clenches fists, and is hard to calm down. To help this student manage his aggression and succeed despite experiencing significant trauma, I focus on creating a safe, predictable, and supportive environment. When the student becomes upset, I remain calm, use a quiet voice, give him appropriate personal space, and avoid arguing or engaging in a power struggle. Because clenched fists may be an early sign that he is escalating, I intervene early by offering a break, moving him to a quiet, safe space, or allowing him to use a calming strategy before the situation becomes more intense.

# data[].attributes.body
Child who had been in foster care tended to "hoard" food at lunch time and ate a large quantity and quickly

# data[].attributes.body
we have alot of foster placement children in our care. and alot of children whos families are going through active cps cases. we try to always think about where they are coming from and act accordingly and accommodate needs and behaviors.

# data[].attributes.body
Students who come to school hungry may act out.

# data[].attributes.body
Upon reflecting on this one student J-

Dad was in jail, mom had parties late into the night, J took care of other kids.

I gave J choices - work now or come in and talk about subject during lunch - head down and frequent check for understandings or head up and write out work.

He still comes back

# data[].attributes.body
I had a student who would become extremely frustrated when they made a small mistake on their schoolwork. At times it was a small outburst verbally that just required some time to recenter themselves. Other times it was a verbal outburst, items kicked or thrown, and leaving the classroom. For this student, I always considered their home situation. I gave them time to calm down and continued to reassure them that I am not upset with them and that they can reenter the classroom when they are ready. This student strives for perfection and often feel embarrassed when they do not achieve. Additionally, they feel embarrassed about their reaction in the classroom. To help support them, I continued to build a class culture that celebrates mistakes as a part of learning and kept a calm, reaction in the face of student crisis. This allowed them to reenter and not feel as though it was a big deal.

# data[].attributes.body
I had a student who was extremely prone to act out due to frustration with classwork. I did realize that this could be avoided through positive affirmations from an adult. We learned that the home situation was full of strife between and from the parents, so having a trusted adult encouraging them and helping them, even if they were still frustrated, significantly decreased the "fight" response. We ended up getting them a para to be there as a support, even just to sit nearby.

# data[].attributes.body
I had a student that would flip out if anyone looked at them while eating. We allowed student to sit at another table during meals with a teacher.

# data[].attributes.body
I work very closely with the families to give ideas and concepts to work on at home. Example would be I have one boy who loves to be helpful. I suggested to mom that she doesn't necessarily focus on behavior but on his strengths that he loves to do. I suggested she make a chart that has a number of things he needs to do to be helpful when they get home. After those things are done then he gets to choose something he would like to do for a given amount of time. He needs to make new connections and memories.

# data[].attributes.body
Student hoarding and hiding food in the classroom, noticed for a couple of weeks. Asked student just in passing conversation what we should make for dinner, then student reported not a lot of food at home

# data[].attributes.body
I would do my best to involve the student with counseling and adult support within the school.

# data[].attributes.body
My 6ht grade student, A, seemed to hate me from the start for seemingly no reason. She would say rude things, shout out, and make disrespectful remarks under her breath, but loud enough for me to hear. I would speak to her calmly after class about it- she wouldn't give me an explanation. I would tell her that she was smart and I expected more from her. I also encouraged her to write her feelings in a letter to me if she didn't want to talk about it. I knew there was something more going on. I appealed to her as a young girl- I would compliment her hair or her shoes, and draw attention to her good work. She confided in me the she didn't like to be called on in class because it made her uncomfortable, so I agreed that I wouldn't for a time, and then encouraged her to read one sentence one day and after that she got up to more participation. I also communicated frequently with her family. She told me she didn't feel seen at home since her little sister was born and then the pieces of what was going on started to fall into place. My patience and understanding got us through the hardship and I eventually became her "favorite teacher". She would come to me if she was having a hard day even after she'd moved on to 7th and 8th grade. Sometimes all they need is someone who proves they won't give up on them when it gets a little rough.

# data[].attributes.body
I had a student who was brilliant, but only wanted to work on things he was interested in. It didn't matter what subject we were in, he wanted to work on his coding projects.

This led to work being incomplete or missing, for almost every assignment.

As the year went on, and I got to know him and his family more, I learned of his past traumas - his parents held him to an unreasonably high standard, and he was never able to meet it. This led to lots of emotional abuse.

As I learned more about this child I learned how important it was to be a consistent person in his life, and when and how to modify and give grace on his assignments

# data[].attributes.body
Instead of repeatedly saying, “Maria, sit up and pay attention,” a teacher might quietly check in with her and say, “I notice you're having a hard time staying engaged today. Would you rather work here or move to a quieter spot?” This gives Maria some control while still maintaining the expectation that she participate in learning. Rather than publicly challenging Jamie or repeatedly demanding compliance, a teacher might calmly say, “I can see you're frustrated. You have two choices: you can take a few minutes in the designated space and then come back, or we can talk quietly here. Either way, we still need to address what happened.” This maintains the boundary while giving Jamie a sense of control and reducing the perception of threat.

# data[].attributes.body
I had a student who was neglected by her parents and entered the foster care system. When I was her teacher, she was with a family that eventually adopted her. We all had to work together to understand her outbursts. I remember calling her foster mom and she would help me understand what was going on in her mind and how to handle it.

# data[].attributes.body
In the past I worked for a district (in a different state) where the majority of my pre-k students had experienced multiple types of trauma. I had students in foster care, others with an incarcerated parent, students experiencing homelessness, those who had witnessed multiple types of violence, etc. Each child's trauma shaped who they were as students and how they behaved at school. It was extremely important to build relationships with each child, learn about their pasts, and help them feel safe at school - it was through these steps that we were then able to make them feel safe enough to learn while they were at school.

# data[].attributes.body
I work with students who have experienced houselessness, who have children, who have gone beyond their 4-year cohort - they all have unique life experiences and many have dealt with circumstances that people go their whole lives without understanding or witnessing. That trauma shows up as avoidance, withdrawal, anger/frustration, and more. Students tend to respond best to kindness and empathy - but there has to be a balance, as many students will also take advantage of said kindness/empathy. It's important to consider all factors when working with students who have experienced trauma.

# data[].attributes.body
When I started I had a little boy that everyone brushed off and labeled difficult. They also told me about the accident he had been in with his mom. She was left in two arm casts when he was just 2 years old. I was sure that had an impact and started letting him calm down in my arms while he was mad and let him talk to me when he was ready.

# data[].attributes.body
I recall having a student in foster care when I was student teaching, they were with drawn and needed a one on one para.

# data[].attributes.body
I have had 2 mute students and it really impacted learning and behaviors.

# data[].attributes.body
I had a young student last year that was extremely aggressive. He also threw everything. So he was given a puffy "snowball" to throw. Every time he was about to throw a toy we told him to throw his snowball. It worked!

# data[].attributes.body
I currently work with a child who lives with their great aunt and uncle but spends time with their mother. CPS has been called on the mother several times. While I do not know specific details, the child has daily aggressive outbursts towards other children and adults.

# data[].attributes.headline
Dealing with foster children is a struggle. Its hard to know what the children have been exposed to in the past when they are taken at an early age.

# data[].attributes.subject
Dealing with foster children is a struggle. Its hard to know what the children have been exposed to in the past when they are taken at an early age.

# data[].attributes.body
I had a student who would punch himself repeatedly in the face if he got a question incorrect or if he had a conflict with another student. He would take a break in the hallway with a sensory bin.

# data[].attributes.body
I had a child who would flight whenever something happened he didn't want. he would hide under tables go behind doors and scream. He refused to calm down and stop.

# data[].attributes.body
we will usually give a child 2 options, "would you like a snack, or go play?" "do you want to play with toys, or go calm down?" this way the child still feels in control of the situation

# data[].attributes.body
I have a child who is constantly spitting at peers we are working on redirecting the behavior to spitting in a toilet

# data[].attributes.body
Trauma can he hard to handle if not corrected the first time.

# data[].attributes.body
I've had a situation with a student that would often be very lethargic and low energy and very irritable when frustrated or confronted. After learning more about their story, usually over a shared snack, I was able to decipher that the child was often very hungry. Once they had some food in them, they turned into a different kid, willing to participate and willing to open up. I made sure to discreetly provide nutritious snacks for the student from that point forward.

# data[].attributes.body
I had a student who parents were violent towards one another. The police where often called and when they arrived the officer would take both parents away. The child would be aggressive towards other students out of the blue and would often talk about what he experienced during circle time.

# data[].attributes.body
I had a student who would scream when he didn't get his way. He would disrupt the whole class with his screaming and hide under his desk. He refused to do work and would not talk to any adults.

# data[].attributes.body
I can remember being in a Pre-school classroom. We got a new student she was quiet and didn't really engage with my partner or myself. But she would engage with the children. One day she made a mistake in her clothes. She started crying and screaming. I'm sorry I didn't mean too I'm sorry. My first thought was she gets in trouble at home and probably receives a spanking when she wets her clothes. I approached her bent to her level and said. Its okay people make mistakes you are not in trouble. The child begged me not to tell her grandmother. I decided not to tell her grandmother. I was happy that we had a washing Machine and dryer at the facility. I put her extra clothes on, washed the clothes she came to school in. And I put those clothes back on her. I want her to feel safe and know that this is a safe place to be a kid. After that incident I started paying close attention to this little girl. Because I wanted to know if there was a bigger issue. During a parent teacher conference I had a conversation with the grandmother about the child. She told me somethings that I didn't know about the child. I watched the child interact with the grandmother whenever she came to volunteer. I could tell the child loved the grandmother and the grandmother loved that child.

# data[].attributes.headline
Child who was homeless, acting out, mainly hunger

# data[].attributes.subject
Child who was homeless, acting out, mainly hunger

# data[].attributes.body
We had a student who was a total perfectionist and would scream and throw his pencil if he wasn't satisfied with his work. We gave him as many blank sheets of paper and white out.

# data[].attributes.body
I have worked with a student who would scream and run and hide anytime she did something she shouldn't have, anytime someone got hurt, or anytime she felt something was unfair. Her response was to cover her head, hide, and try to avoid the entire situation.

# data[].attributes.body
I had a student who would get aggressive with their classmates, like hitting and even spitting and pinching them. As I interacted with their parents, I came to realize this was learned behavior and that it was taught to him. We then began to approach differently

# data[].attributes.body
A student in class was not following directions, being defiant with staff, and eloping. Because there was a positive relationship and constant communication with their family, it was determined the student was acting out for attention. One of their immediate family members was out of town pretty regularly so they were seeking attention from adults (teachers). Staff worked closely with that student for a period of time teaching self-accountability with decisions / choices, reinforcing every small positive choice they made, and it made a huge difference at school and at home.

# data[].attributes.body
I previously had a student who often acted out in class and did not complete any assignments. I was able to have him stay after school to get caught up on his work and discovered his acting out was really a cry for attention as he did not have many stable adults in his life.

# data[].attributes.body
I had the benefit of knowing a student who was distant when I asked her personal questions or asked to attend to watch her play in sports. "I'm fine." "No, I would rather you not come to my games. I'm embarrassed (about my family situation)" "No, I won't be coming to the extracurricular event because of transportation but don't need help to find a ride." Now the third year I've known her and continued to express interest in her and watching her, things have changed.

# data[].attributes.body
one of my students gets bored with things very easily so we always have to make sure we have many things to keep them interested. they have a rough background so we make sure to comfort them and make sure that they feel loved and comforted from us. I always make sure to have things for them to do so their hands are constantly busy and won't get bored of the things as quickly.

# data[].attributes.body
I have a student that Maria reminded me of. My student does not like when people question her over and over. She will express herself in her own way when she is ready or able to respond. My student has quite a bit of trauma in her past and I am proud of her for how far she has come in her communication. She used to not talk at all. Now she is evening interacting with other students.

# data[].attributes.body
I have a student who is well engaged until he is challenged on behavior or on making an improvement. When challenged, he glazes over and becomes very verbally compliant. "Yes, sir..." As I dug deeper, I found this came from interactions with parents and their drive for him to be more like his sister. These verbal comparisons have caused a lot of trauma for him.

# data[].attributes.body
I had a student who would engage on his own terms, but as soon as things presented any challenge, he shut down and tried to distract others. He would get rowdy, talkative, and out of his seat. When confronted about his behavior, he would become defensive and push back harder against authority.

# data[].attributes.body
I have a student, "D," who has trauma related to an aggressive sibling. D's brother has ODD and is not getting the correct support/medication needed to regulate it, thereby acting out against his parents and D.

D is triggered by loud, aggressive students and disrespectful language. Unfortunately, D's trauma response is to scream, hit, spit, kick, swear, and threaten. These are the actions he sees his brother do to him at home. This is extra problematic because we have ASD students in the classroom who have outbursts that include those triggering actions. Class almost always looks like ASD student 1 has a vocal stim that makes them scream or hit something. D will then scream and swear, escalating his behavior. ASD student 2 will be triggered by noise and then scream and cry. This will trigger D to be louder and more aggressive. Support will be called to relocate ASD students and D.

The rest of class will be dealing with self-regulation to process what just occured.

# data[].attributes.body
Trauma causes a lot of side effects that can negatively affect a child

# data[].attributes.body
I once had a student who was always in the hallway all the years before my classroom. When he was finally in my class, I decided to ask him to eat lunch in my room. I talked to him, asked him about his home and his family. I got to know his frustrations. I became someone he would trust to go to, instead of lash out at. Because I did not deem him an issue.

# data[].attributes.body
I had a student who refused to participate. Instead of having that student leave the room I let them stay and watch in my calm corner. I was sure to say hi and that I was glad they were there each day and take an interest in his artwork. Slowly he began to participate in class.

# data[].attributes.body
One student I have can often become withdrawn. I try to get him out of his shell but it can be challenging. Sometimes I can get him to crack a smile and lighten up. When I am able to get those moments of joy, I try to capitalize on them and engage with him and encourage him to with others. Sometimes it works, sometimes it doesnt but its worth it for the times it works.

# data[].attributes.body
A student in my AP Stats class consistently refuses to attempt problems during independent work time, sitting quietly with a blank page even when I know they understand the material based on past assessments. When I approach to check in, they often say "I don't get it" without attempting to explain what specifically is confusing.

Before considering what might be behind this, my instinct was to read this as a motivation issue, maybe disengagement or a lack of effort, and I found myself getting frustrated because the student clearly had the skills to succeed but wasn't demonstrating them.

The student may be experiencing intense fear of getting something wrong in front of peers, especially if past experiences have taught them that mistakes lead to harsh criticism or punishment. Freezing and saying "I don't get it" may feel safer than attempting the work and risking a visible failure.

Once I consider that this behavior might stem from a fear response rather than low effort, the same behavior looks different. It shifts from "this student isn't trying" to "this student may not feel safe trying," which changes how I want to respond, with patience and lower-stakes opportunities to engage rather than pressure to perform.

The student needs support building self-awareness, so they can recognize and name the fear response instead of shutting down, along with self-management skills to work through discomfort without freezing. As the teacher, I need social awareness to notice these patterns rather than assuming disengagement, along with relationship skills to build enough trust that the student feels safe attempting work and making mistakes in front of me.

# data[].attributes.body
One student I have worked with would often become quiet and shut down whenever they were corrected or asked to do something in front of the class. Before learning about trauma, I might have thought they were being disrespectful or refusing to participate. Now I understand that their behavior could be a response to feeling overwhelmed or unsafe. Instead of reacting with frustration, I would speak with the student privately, offer support, and help them feel comfortable. Creating a trusting relationship and teaching coping skills could help them build confidence and better manage their emotions.

# data[].attributes.body
This activity has reminded me of a student I have worked with in the past

# data[].attributes.body
This activity made me think of a student I have worked with who would consistently shut down whenever she was corrected. She could be given multiple reminders to stay on task or avoid distracting others, but as soon as a consequence was given, she would put her head down and stop engaging for the rest of the class period. At first, it was easy to see this as her choosing not to participate, but looking at it through a trauma lens makes me think there may be something deeper happening. Her response could be a way of coping with feeling overwhelmed, embarrassed, or unsafe. Moving forward, I want to focus on building trust, giving her opportunities to reset, and helping her develop skills to communicate her feelings instead of shutting down.

# data[].attributes.body
The student I'm thinking of moved to our district to live with his grandma. He experienced a lifetime of abuse and was starting his freshman year with us. He was triggered by crowds, being touched, loud voices and noises, not getting what he wanted, anything violent. We had an incredibly positive relationship, and he listened to my guidance really well. I worked hard to understand him, what his triggers were, and showed him that I cared about him. I set attainable, yet simple, goals for him each day and I found ways to reward him in productive ways when he met the goals. For example, if he listened to the audio book we were reading together for 15 minutes, he got to write a card to our principal, who he liked very much. It worked perfectly!

# data[].attributes.body
I had a child in class who was extremely aggressive and confrontational toward the male teachers in the school. We learned that he was physically abused by an older brother and that the father valued "strength" and aggression. Our attempts to reason with the family were unsuccessful due to their unhealthy values. Through connection and reminders, we were able to help this child begin to understand the consequences of his actions and the benefits of self-regulation. Although it often felt like a losing battle against his family values, we understood the importance of helping this child learn the skills necessary to be successful at school.

# data[].attributes.body
A student scenario I have encountered is similar to Maria’s situation, where a student often appears quiet, disconnected, and uninterested during class. Before understanding the impact of trauma, a teacher might view this behavior as a lack of motivation, laziness, or a refusal to participate. The student may be perceived as not caring about learning because they avoid interaction, put their head down, or do not respond positively to adult support. However, after considering a trauma-informed perspective, I realize that these behaviors may be signs of stress, emotional exhaustion, anxiety, or difficulty feeling safe and connected in the classroom. The student may be using withdrawal as a way to cope with overwhelming emotions or experiences. As a teacher, I need to focus on building trust, showing patience, and creating opportunities for the student to feel valued and supported rather than engaging in power struggles. The student can benefit from developing social and emotional competencies such as self-awareness, self-management, communication, and relationship skills, while the teacher must practice empathy, emotional regulation, and responsible decision-making when responding to challenging behaviors. By understanding the possible reasons behind the behavior, I can help create a classroom environment where students feel safe, respected, and able to engage in learning.

# data[].attributes.body
for each of these i realize involved may not have the words

# data[].attributes.body
one of my students had a rough time at home

# data[].attributes.body
i had a faster care student he bounced from home to home ending up in a group home made connections to people

# data[].attributes.body
lack of parent supports lack of a parent lack of sleep and food

# data[].attributes.body
thrauma can cause alot of side affect on child

# data[].attributes.body
A few years back, I had a child that was verbally and physically abusive towards other children and staff, this child had experienced lots of trauma over the years. Yeah there is only so much you can do, you can provide resources to the full stamp, but it’s a family is unwilling the resources go nowhere

# data[].attributes.body
I had a student who was dealing with trauma at home and it caused her to act out in the school. I was able to effectively communicate and find out what happened and gave her mother and her resources.

# data[].attributes.body
I knew a child who was going through a verbally abusive relationship at home that caused her to shut down in school; while it didn't hurt her academically, she greatly suffered socially. A discussion was attempted with her parents, but was unsuccessful so child protective services was called and she was removed from the situation. Later down the road I learned that after a temporary rough patch she started thriving.

# data[].attributes.body
It is important while looking at the scenarios to find the underlying cause of the behavior. Students have experienced trauma and being able to identify where the behaviors are coming from and what needs need to be met is important for a teacher or educator.

# data[].attributes.body
Kindergartener who often postures toward other students, claims she's been wronged either verbally or physically, and falls asleep in class for up to 2 hours without being able to be awakened. Through connecting to her mom we've learned that she has experienced numerous moves in her young life, is being raised by mom and grandma, and is often up very late at night on her iPad. The more information we as educators can gather, the better we can approach behaviors that are concerning. Always, always, lead with connection and empathy.

# data[].attributes.body
One of my students had a rough time at home. I noticed the behavior right away and talked to her mom about it. together we were able to pinpoint the things that were happening at home to cause the behaviors, and figure out what things we could do to deescalate the behaviors and help to safely manage the behaviors as well. Since that time, home life has changed and so have the behaviors.

# data[].attributes.body
students coming from foster homes have a harder time with the other students and can take longer to talk to.

# data[].attributes.body
Trauma can cause alot of side affect on a child

# data[].attributes.body
Jamie lives with his grandmother, who expresses difficulty caring for him, suggesting instability or lack of support.

Confrontation by male staff in front of peers could be a potential trigger.

Using a calm, non-confrontational tone, providing choices and creating a plan to "CoolDown" that doesn't involve removal from the group.

# data[].attributes.body
Staff perspective

(without considering trauma)

Student perspective

Staff perspective

(with trauma glasses on)

Student and adult social and emotional competencies

Maria is lazy, unmotivated, & completely indifferent to her education.

The classroom environment feels overwhelming, & keeping my head down is how I feel safe.

Maria is experiencing a  freeze and or and flight response due to trauma.

Maria need to recognize  when she is shifting into shutdown mode. The teacher needs to see that Maria's behavior is a symptom of trauma and not being incapable of completing the task/request.

1. What else might be important to know about Maria in your role? Are her basic needs being met?

What are some potential triggers for Maria that staff may want to be aware of? Being corrected in front of others may be a trigger.

What are some trauma informed strategies that you might consider trying with Maria? Use a discreet check in system with Maria, Post-it note correction, question or redirection written on it.

What are some SEL strategies you could help Maria develop and use? Box breathing

Staff perspective

(without considering trauma)

Student perspective

Staff perspective

(with trauma glasses on)

Student and adult social and emotional competencies

Jamie is aggressive

When Jamie gets called out by a male staff member his brain/body go right to fight/flight mode.

amie is living in a constant state of fight mode due to witnessing  neighborhood & domestic violence.

Help Jamie develop impulse control and recognize when he feels a trigger to help avoid potential aggression.

The Teacher could use de-escalation strategies rather than relying on sending Jamie to the hallway

1. What else might be important to know about Jamie in your role? Knowing what his living situaiton is would be helpful.

What are some potential triggers for Jamie that staff may want to be aware of? Direct physical confrontation (standing face-to-face or cornering him will be triggering.

What are some trauma informed strategies that you might consider trying with Jamie? Offer structured choices instead of absolute demands

What are some SEL strategies you could help Jamie develop and use? Co-create an escape plan  when he feels his fuse shortening.  Provide him to self-select a heavy physical task; deliver a heavy book bin to the library or ppre-approved destination in the school

# data[].attributes.body
Staff may interpret Maria's behaviors as a lack of motivation, disrespect, laziness, or unwillingness to participate. They may feel frustrated because she appears capable of completing assignments but chooses not to engage. Teachers may see her avoidance of eye contact, sleeping in class, and limited responses as defiance or a refusal to follow expectations, leading to repeated prompts and power struggles.

Maria may not be choosing these behaviors intentionally. Her withdrawal, avoidance, and shutting down may be coping strategies developed in response to past trauma. Being repeatedly prompted, corrected, or pressured to engage may feel threatening or overwhelming and may reinforce her desire to withdraw. She may be experiencing difficulty with trust, emotional regulation, and feeling safe in relationships with adults.

With an understanding of Maria's background, staff may recognize that her behaviors are communication of unmet needs rather than a lack of care. Her disengagement, fatigue, and avoidance may be connected to the impact of trauma on her ability to regulate emotions, focus, and feel safe. Instead of viewing her behavior as defiance, teachers can begin to consider what support, connection, and strategies might help Maria re-engage.

Maria may need support developing self-awareness, emotional regulation, self-advocacy, and strategies for managing stress. She may benefit from opportunities to build trust, identify her emotions, and practice healthy coping strategies. Teachers need strong skills in social awareness, relationship-building, self-management, and responsible decision-making. They can support Maria by creating predictable routines, offering choices, avoiding power struggles, using a calm and supportive approach, and providing opportunities for connection before correction.

# data[].attributes.body
Student behavior- shutting down, sometimes physical aggression, lack of self confidence, strong sense of protection over people who they have a good relationship with. Feels like everyone is watching, embarrassed, quiet, isolates. Self harm, yelling, pacing, threatening.

Background- father abused sister so severely she was in the hospital. He went to prison. Mom met someone new and had more kids- student had a great relationship with the man. Then divorce happened and mom went through severe post partum depression. Children were temporarily placed with other family members. Father got out of prison and regained custody of student.

When we take time to truly understand and get to know students, we can see why they act out.

# data[].attributes.body
Helpful

# data[].attributes.body
I had a student in kindergarten who was extremely smart, but would fall asleep constantly in class and had very disruptive moments with playing too much with peers during learning time. I discovered through the paraprofessional in the classroom that he would be up late every night because his mom was in an abusive relationship with a new boyfriend so he would stay up late, concerned for her. This impacted him in school behavior wise, but not academically.

# data[].attributes.body
In almost every scenario that I've had with a behavior student when it is looked into more it is found that something is going on in their life at home or there is more going on that we didn't know about. This is similar to the case study where it is important to use trauma-informed strategies to help these students.

# data[].attributes.body
Case study #1

Triggers can be important about Maria. Direct Demands, Authority Figures, Loss of control, physical proximity, family topics.

Proactive breaks, predictable Routines are trauma-informed strategies.

Case. SEL strategies are Emotional Labeling, box breathing.

Case study #2

Safe adult contacts, Grandmother’s capacity, interest and strengths.

Jamie triggers are Male Authority, public corrections, Loud noise.

Trauma-informed strategies are Regulated movement, private discipline, cool down plan.

SEL strategies body awareness, self talk tracking, help seeking scripts.

# data[].attributes.body
Reviewing the student profiles from the document reveals how traditional, compliance-driven systems can inadvertently retraumatize vulnerable youth by misinterpreting neurobiological survival strategies as deliberate non-compliance. In Scenario #1, Maria's disengagement, avoidance of eye contact, and sleeping during class are frequently viewed by staff as passive defiance or a lack of motivation; however, through a trauma-informed lens, these behaviors are recognized as self-protective "freeze" or "flight" defense mechanisms triggered by a severe history of abuse, neglect, and disruptive family separations. To mitigate these power struggles, adults must develop the social awareness to replace public call-outs with low-demand, private communication pathways—such as letting Maria use a discreet pass to a quiet cool-down space—while simultaneously helping her build self-management competencies through simple, low-profile grounding techniques. Similarly, in Scenario #2, Jamie's confrontational posturing, pacing, and short fuse are easily misconstrued as malicious attempts to undermine authority, particularly toward male staff. Viewing Jamie through a developmental lens reveals a hypervigilant "fight" response and a flooding nervous system that has been deeply re-wired by witnessing chronic domestic and community violence. To maximize his learning experience, teachers must manage their own stress responses by utilizing "side-by-side" private communication rather than direct, eye-to-eye confrontational posturing, while empowering Jamie with proactive social-emotional strategies, such as box-breathing and identifying early physiological warning signs, to safely discharge survival adrenaline, protect his agency, and confidently co-author his own pathway to resilience.

# data[].attributes.body
The students I've seen that have something going on at home usually are more aggressive and unwilling to listen. I try to get them to listen and to let them know they are safe.

# data[].attributes.body
One of my 2nd-grade students often becomes frustrated during independent work and will put their head down, refuse to start assignments, or shut down when tasks feel challenging. Instead of viewing the behavior as defiance, I would try to understand what is causing the frustration and provide support through clear routines, encouragement, and opportunities for choice. I would also teach and model coping strategies, such as taking a break, using calming techniques, or asking for help, while working with the student's family and support staff to ensure consistency.

# data[].attributes.body
I had student whose family was experiencing homelessness. I would try and calm him down before he reached the escalation phase but sometimes there was just no stopping him and then I would just talk him down and get him to relax. He always apologized for his actions and at times even cried because he felt he disappointed people and he didn't have the tools to completely self manage his emotions.

# data[].attributes.body
I had a student who had a lot of issues at home. His parent would claim all these medical Issues with him to make excuses for why he was missing so

Much school. It was a new thing every week. The child struggled and was very withdrawn from his classmates

# data[].attributes.body
For each of these I realize the child involved may not have the words to describe what they experienced. They may also NOT want to. So I considered what the conversation would look like if the adult who was caring for them was brought in for a conversation. Would they provide the insight for teachers or not? Has anyone asked?

# data[].attributes.body
A girl who was in the foster care system who always screams and cries when she comes to school and often runs away from adults.

# data[].attributes.body
Student who was neglected and physically abused as an infant. Important to understand what happens when abuse occurs during a nonverbal stage in life.

# data[].attributes.body
I had two students who lost their mother, tragically and suddenly, at the hands of her boyfriend. The children were shaken to the core and uprooted from their lives. The journey to healing was taxing for all involved, especially the kiddos. Providing them unwavering support, routine, and trust were essential.