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I think it depends on the student, so ... 'know your students'. Triggers for one are not the same for all.

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Q3: Carrie - I never considered the possible harm that might even come from us walking behind the students! It absolutely makes sense, and I wonder how we could possibly learn who approves of what types of physical contact. Even with open communication, I wonder if sometimes students are not emotionally ready to share that, as that uncovers a traumatic experience. I think it comes back to looking out for the signs.

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Q3: Carrie - I never considered the possible harm that might even come from us walking behind the students! It absolutely makes sense, and I wonder how we could possibly learn who approves of what types of physical contact. Even with open communication, I wonder if sometimes students are not emotionally ready to share that, as that uncovers a traumatic experience. I think it comes back to looking out for the signs.

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It is important to recognize that  anti-black racism, anti-indigenous racism is a detriment to child development and mental well-being. Systemic and institutional racism creates barriers to access, quality of care, and service provisions for black and indigenous children and their families. Always look to the community for resources they are out there!

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As educators, we must be patient and show compassion, as we truly never know what our students may have internalized over the course of their lives. Therefore, it is up to us to be intentional in the ways we create a positive and inclusive environment that honours our student’s needs. I hope that by infusing mindful practice, children become more self-aware and brave to face their fears and find contentment and peace during mindfulness practice within the classroom that they can further extend into their daily lives outside of the classroom.

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Q2: Again, model how to interact, react etc. Consider direct teaching of words, physical space in the class community. Mindfulness practices align here (i.e. awareness, non-judgemental etc.)

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Q2: Again, model how to interact, react etc. Consider direct teaching of words, physical space in the class community. Mindfulness practices align here (i.e. awareness, non-judgemental etc.)

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Q2: Carrie - Teachers can build caring relationships and support the students emotionally by doing everything possible to eliminate preconceived notions behind the intentions of the children - we should do everything possible not to assume why they are acting as they are. It is very possible they are behaving because of a traumatic experience.

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Q2: Carrie - Teachers can build caring relationships and support the students emotionally by doing everything possible to eliminate preconceived notions behind the intentions of the children - we should do everything possible not to assume why they are acting as they are. It is very possible they are behaving because of a traumatic experience.

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Educators have the duty to be active role models in their students lives and the community. It is especially important for teachers to be aware of their knowledge and even if they may not know exactly how to help, compassion plays a key role in nurturing the whole child.

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Q1: Rachel - Teachers are uniquely positioned to model positive relationships and interactions as well as actively intervene as needed in the class community (which means we are attuned). It is part of teaching the 'whole child'

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Q1: Rachel - Teachers are uniquely positioned to model positive relationships and interactions as well as actively intervene as needed in the class community (which means we are attuned). It is part of teaching the 'whole child'

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Q1: Carrie - The role is to help students find their internal values and connect to the greater community through empathy, compassion, cognitive (and noncognitive) competence, and a call to action.

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Q1: Carrie - The role is to help students find their internal values and connect to the greater community through empathy, compassion, cognitive (and noncognitive) competence, and a call to action.

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Q1: What is the role of teacher in the classroom? Knowledge impartor or compassion supporter? Which role is more important? Why? 

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Q1: What is the role of teacher in the classroom? Knowledge impartor or compassion supporter? Which role is more important? Why? 

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Sophia: Both roles are important, watch the boundary not triggering the further trauma.

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Q2: How the teachers can build caring relationships and support the students emotionally?

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Q2: How the teachers can build caring relationships and support the students emotionally?

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Your name: ...

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Q3: Treleaven provides 10 strategies for guiding the trauma sensitive mindfulness practice, what do you think of them? Which of them makes sense to you, which not? Why?

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Q3: Treleaven provides 10 strategies for guiding the trauma sensitive mindfulness practice, what do you think of them? Which of them makes sense to you, which not? Why?

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Your name:...