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Unpacking Trauma-Informed Teaching | Cult of Pedagogy

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What does it look like in practice, how do some approaches miss the mark, and how can any teacher get started?

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There are so many things outside of our control as a teacher. We can't control the poverty level of our students, or the education level of their parent, or whether that parent is too busy working to feed their kids to meet with us. We can't change any of the tragedies that may have happened in a child's life or fill in their learning gaps before they walk through our door. But once we have them in our room it is our first responsibility to make them feel safe, respected, and cared for. There may be a myriad of external factors making that more difficult from concerns about income inequality, the politics of standardized tests, or fears about school shootings. But we need to push through those challenges outside and others inside the room (anger, frustration, boredom) to create a space where students feel safe enough to be open and protected enough to fail. So how do we do that?

1. Teachers Know Their Students

This isn't just about student names and reading levels. It's about knowing your students on a personal level. What are their interests and their fears? How do they see themselves? Is it accurate? Truly knowing your students (or any human being) will prevent you from pre-judging them for perceived slights as you understand better what led to it. At the same time, it should lead to higher expectations since you see their areas of strength and fortitude. You get insight into what they most need to learn academically and socially as well as what might best motivate them to reach your elevated expectations. Obviously, this is much more challenging if you have 40 kids in your class or see 200 different kids a week.

2. Students Know Their Teacher

I'm not telling you to reveal to the kids that weird thing you did on Spring Break of your junior year, but don't be a brick wall either. You shouldn't be this stoic column at the front of the room imparting information. If that's all you are, we'll be replaced by robots sooner than we think. You should be honest and don't be afraid to express your emotions (to a reasonable non-frantic degree) with your students. They should see you smiling and laughing regularly, but you can be sad some days too. It's okay to discuss a tragedy. In fact, the students, if you've been doing well, may strive to console you. A relationship can never go just one way, so they need to feel they understand you in the way you need to understand them. Also when they know you and see you modeling the positive behavior you expect (like vulnerability) it encourages them to do the same.

3. Students' Needs Are Addressed Individually

I get that differentiation has become a byword for some in education. That probably deserves its own post. In special education, I'm legally obligated to create and strive to meet individual student goals, but we should all feel morally obligated to do that for all students. I know it's not easy especially in a large class with an overloaded curriculum and too much testing. Being hard though doesn't make it less worthwhile. There are ways to automate differentiation and assessment and other ways to make it accessible. In getting to know our students we've learned they are people with individual learning styles, academic strengths, and interests. If all you do is teach directly in one way, you are, at best, helping possibly 1/3 of your students while another third is falling behind and the final group isn't challenged at all.

4. Students Are Given Choices

One of the best ways to differentiate student learning is in giving students a choice in how the learning happens. That could mean a choice as to the content covered (would a report on an important athlete be as good as one on a president). That means presenting the material in different ways to different modalities, so they have multiple ways to "get it". It also means giving options for how a student demonstrates mastery whether through a paper, a video, a challenge-based project, or even a game.

5. Students Are Given Voices

Students need to feel empowered to share their voices, especially the quieter kids who may have incredibly thoughtful ideas to contribute. It begins with listening. What you hear may help you break through whatever challenges are holding back your students. I know time is limited, but I promise it is worth it.

It can start simply by allowing more than one answer to a question. If they're way off, inquire more to see why they thought that way. Maybe you are cordial and endearing enough to draw these responses in a group discussion or through writing, but there are other options that make it easier for apprehensive students to contribute. I find storytelling to be a powerful tool which can be more accessible when made digital. Using online video platforms can also improve engagement and participation so students don't feel all eyes upon them when sharing. You can also use that platform for positive feedback between students.

6. The Classroom Is Consistent

By consistent, I don't mean rigid. Yes, you shouldn't have a massive stack of papers on your desk and students should be able to walk around the room without fear of tripping or smashing into something. What I mean though is that there should be a level of order and consistency in what you do. Personal organization is key in this regard. That doesn't mean you shouldn't have surprises (my classes start with one to get students focused). It means students should generally know what to expect. That includes a regular structure and rules. There is often enough that my students are unsure of in their personal lives, so it is essential to create a space where they are sure and safe. Chronic stress whether in their personal lives or in the classroom will prevent any possible learning.

7. The Rules Are Clear And Positive

I think the title is pretty clear, but class rules shouldn't be a set of do-nots. Instead of saying don't shout out, say 'my focused achievers (or some other affirmative description) will listen first and wait their turn to speak' or 'my future graduates will speak positively to their classmates'. Perhaps you will even demonstrate what that looks like. A list of cannot statements doesn't let students know what you expect except that you expect them to fail and that you will be punitive. I often find it best, if the students are capable, to have them help write the rules early in the year.

Students who are behaving inappropriately should have consistent (the key-word) consequences, but in knowing your students you'll know what is best. For example, an angry student is struggling to stay on task and you will know if that can be resolved with a private conversation or necessitates a public address that wouldn't exacerbate the problem. Also, except in extreme cases, behavior management should remain in your room. By sending misbehaving students 'to the principal' or saying 'I'm calling mommy' we have basically abdicated our authority and power. It also shows 'you're not my problem and I don't care enough to deal with it myself'. Also part of teaching appropriate behavior in a modern classroom includes teaching students how to behave appropriately online.

8. The Classroom Is Inviting

Part of this goes back to maintaining positive conversations in the classroom and making sure students know their ideas and voices will be heard. Of course, those ideas need to be expressed without impugning other classmates. It should also include basic manners including from the teacher. You need to always greet your students each day, possibly with special handshakes or a personal message. The room should be physically inviting as well. I know not everyone is free to repaint their room and teacher supplies are expensive, but Pinterest can lead you to some inexpensive options while you can find some more advanced ideas on The Classroom Creative.

9. Everyone Is Engaged

I get tired of hearing certain people say "Learning wasn't fun for me. It was hard and should stay that way. These kids today are so spoiled." There are a number of wrong-headed things to unpack in that sentiment, but let's begin with fun and hard. They are two entirely different concepts. Something that's easy isn't engaging and neither is something too difficult, but something can be boring and easy (hello, arithmetic practice sheets). Making learning engaging doesn't prevent us from challenging our students.

To begin with, you need to move away from external motivation and move towards intrinsic motivation. That means stickers and arbitrary points aren't going to cut it. Some of my favorite ways to keep a class engaging, apart from using interesting content, is through project-based learning which challenges advanced learners while still providing concrete connections for struggling learners. Game-based learning is often a winning proposition as well according to research.

10. Everyone Is Challenged

As I said, a fun classroom doesn't mean an easy class. In fact, a big part of keeping students engaged lay in keeping them challenged. That could mean that you have to include extensions and 'teaching assistant' roles for students who might breeze through an assignment or provide scaffolding (but not answers) for students who are struggling. There is a benefit in that struggle because it leads to greater learning retention (give me time to write that post too).

11. We Create A Community

Whether through trips, trust exercises, cooperative learning, or non-competitive games you need to break down the cliques and create a sense of belonging. One effective tool I've used is Classcraft to gamify the structure of the room and encourage collaboration amongst student groups that aren't made up of buddies. If you're looking for an analog method you can try silent conversations like gallery walks or a unit on personal narratives to bring students together. Again this begins with knowing each other and openness to share students' ideas.

12. We Celebrate Success And Failure

Your room should be covered in student work illustrating their successes. You should celebrate through verbal praise, a note, a special task, an award ceremony, badges, or possibly parties (if it's big enough to warrant it). Celebrating success leads to more success.

On the opposite front though, you should also embrace failure. Mistakes mean you're able to learn something new. You should be honest about your own mistakes as a teacher and model making and correcting them. I find computer science is great for teaching positive mistakes since students can focus on debugging. Alternately, games can encourage students to push past frustration to more complex learning. In the end, try to help students remember more of the positives than the negatives but both are necessary for growth.

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12 Ways To Create A Safe and Effective Space For Student Learning - Brave In The Attempt

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There are so many things outside of our control as a teacher. We can't control the poverty level of our students, or the education level of their parent, or whether that parent is too busy working to feed their kids to meet with us. We can't change any of the tragedies that may have happened ...

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School District 27 Residential Schools and Reconciliation

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Getting Started With Trauma-Informed Practices

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Stress, Trauma, and the Brain: Insights for Educators--Regulating Yourself and Your Classroom

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Understanding Behavior and Regulating it

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Understanding Behavior and Regulating it

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Understanding Behavior and Nervous System Regulation — The Behavior Hub

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Behaviors are not the result of moral or personality flaws or signs of lack of willpower or bad character. They are caused by actual, neurochemical changes in the brain.

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Stress, Trauma, and the Brain: Insights for Educators--The Neurosequential Model

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Creating belonging through classroom norms

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Creating belonging through classroom norms

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Fostering Belonging With Classroom Norms

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Understanding and Finding Our Way - Decolonizing Canadian Education

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Understanding and Finding Our Way - Decolonizing Canadian Education

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Understanding and Finding Our Way - Decolonizing Canadian Education was unavailable for viewing since April 7, 2022 for one year to respect the cultural protocols of the family of the late Davis Swindler-Horse. Davis contributed Cree translations and narrated the Cree language in the film. In Cree culture, the grieving period is one of the most sacred times for both those who have left us and for those who are left behind. It is tradition to set aside physical memories of loved ones for one year until the first memorial feast. As a professional organization we respect the values and beliefs of all. We remain ever so grateful for the contributions late Davis blessed us with in narrating Cree in the film. His family is very thankful for this demonstration of respect. Now that the year of mourning has passed, we thank Davis and his family for the teachings and we will continue to honour Davis and his memory through sharing the film and accompanying resources.

All Canadians are responsible for reconciliation. Teachers have a unique opportunity to contribute by advocating for change to eliminate inequity and racism. Understanding and Finding Our Way - Decolonizing Canadian Education is a powerful film that exposes education inequities within public education in Canada. It challenges viewers to help decolonize education so that all students can succeed.

The film was produced by Dr. Verna St. Denis, an internationally renowned scholar in anti-racist education. It was directed by award-winning filmmaker Alison Duke following appropriate protocols and under the guidance of Elder Mary Lee. The 32-minute film is divided into three parts.
Part one - kiyâskiwâcimowina (myth)
Explores the myths that "everyone is equal in Canada. Canada does not have a race problem. Education is the great equalizer. Education is neutral."
Part two - tâpewêwin (truth)
Exposes public education inequities and explores the need for system change through an anti-colonial lens.
Part three - ôte-nikâniyihtamawin (hope)
Inspires hope that, together, we can create public education systems that support the success of all students.

You can view the full film here.

Warning: Film content and discussions prompted by the facilitation and discussion guides may be challenging or upsetting. Please consider connecting with a local Elder or Knowledge Keeper, friend or colleague, or any of the following, for additional support:

The Indian Residential Schools Crisis Line (1-866-925-4419) is available 24 hours a day.

Members of the Saskatchewan Teachers' Federation can also access support from the Member and Family Assistance Program.

Healthline 811 can provide links to information about provincial mental health supports.

The film was created through the support of the Dr. Jennifer Simpson, Principal Investigator of the Social Science and Humanities Research Council grant: Building and Mobilizing Knowledge on Race and Colonialism in Canada.

The Saskatchewan Teachers' Federation is humbled to work with and learn from Elder Mary Lee, Dr. Verna St. Denis, Shelly Tootoosis, local Indigenous leaders and educators, in partnership with the Universities of Saskatchewan and Waterloo. The Federation acknowledges the Truth and Reconciliation Commission Calls to Action and commits to furthering the work of reconciliation in order to improve the experiences of all Saskatchewan teachers and students.

Film Discussion and Facilitation Guides Available

Explore themes identified in the film and use the discussion and facilitation guides to reflect on and discuss ways to decolonize education so all students can succeed. Use the resources to support your personal learning or with staff and students so we can learn and grow together.
Discussion Guides Version A Discussion Guides Version B (Extended)

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Understanding and Finding Our Way - Decolonizing Canadian Education - Saskatchewan Teachers' Federation

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Support Truth and Reconciliation. Watch the film and use the Discussion and Facilitation Guides to help advocate for equity in public education. Decolonizing Canadian Education Understanding and Finding Our Way - Decolonizing Canadian Education was unavailable for viewing since April 7, 2022 for one year to respect the cultural protocols of the family of the [...]

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The emergence of restorative justice in both local and international contexts in recent years speaks to the growing awareness of the need to transform the culture of our social institutions and the ways in which people experience them. As Jennifer Llewellyn (2018) explains, "Justice viewed restoratively is fundamentally about just relations. In simple terms, as an approach to justice it says relationship matters to the way we understand justice and the issues at stake, as well as how we respond. This relational view extends beyond interpersonal relationships to relations at the level of groups, of institutions, of systems, and of society."

School staffs, students, families, and community members flourish in relationships that are lived out as daily experiences of mutual respect, dignity, care, and concern-both proactively and responsively. Being restorative does not require a programmatic and individualistic approach, but, instead, a principled approach that focuses on culture and connection in school communities.

What does this mean for schools?

A restorative approach in schools is a relational approach to education. It seeks to construct positive, inclusive and safe school cultures by fostering respectful and responsible relationships among school community members that are rooted in mutual respect, care, concern, and dignity. A restorative approach embodies the idea that our institutions should be mechanisms for social engagement as opposed to social control (Morrison, 2013). Disciplinary issues are not the core of this approach; rather, a restorative approach is attentive to the promotion and protection of positive relationships within a learning community (Llewellyn & Llewellyn, 2015). In other words, a restorative approach in school requires more than a restorative response to conflict, harm, and wrongdoing; it speaks broadly to a relational way of being, learning, and knowing with others in community.

Why take a restorative approach in schools?

The restorative approach is rooted in relational theory. Relational theory reminds us that students are shaped and constituted by their interactions with other students and their teachers, and that they live their lives in and through a complex web of relationships (Derible, 2013). In schools that take a restorative approach, there is thoughtful consideration of the impact that policies and practices have on relationships in classrooms, on the playground, among staff, with parents, and with the community at large. This attention to building and maintaining just relations in schools has resulted in greater school attachment, less conflict, better behaviour, fewer suspensions and exclusions and better learning outcomes. All of these outcomes are significant factors in the reduction of young people's risk of coming into conflict with the law (Llewellyn, 2018).

Why is a restorative approach good for students and families?

School is a big part of a young person's life. A restorative approach in school requires students to think about themselves and others, to work on developing healthy relationships and to learn how to manage conflict. Adopting a restorative approach in a school can have a positive ripple effect into the home and the community. A restorative approach in schools offers new knowledge, methods, and skills for decision making and problem solving, such as affective language and respectful dialogue. Restorative skills help children thrive, leading to better behaviour and relationships. Schools that use this approach report that students often solve problems on their own without adult intervention, or they know that there are restorative processes in place that they can depend on in their learning community. Parents will notice that their children are demonstrating a different way to resolve conflict at home and experience more harmony at home as they and their children practise the same skills that teachers and students are using at school. A restorative approach in schools helps students become more attached to their school, which encourages education and discourages absences or "dropping out," giving students a better chance at being successful in life (Nova Scotia Department of Justice, 2013).

Why is a restorative approach good for schools?

A restorative approach in schools works alongside and supports all of the other things we are doing to support kids. A restorative approach in schools gives back time to educators so they can focus on teaching. A consistent restorative approach reduces the level of stress around relationships, whether student-to-student or student-to-teacher. A common thread that runs through almost every conflict in schools is the perception that only one side is being heard, that one side is being valued over the other. A restorative approach reduces that perception and supports more satisfying conflict resolution (Nova Scotia Department of Justice, 2013).

Students experiencing a restorative approach report a greater sense of positive attachment to school and an increased sense of belonging to their school community. Restorative schools-both locally and internationally- are experiencing a reduction in suspensions and office referrals and increases in student attendance. Teachers report enjoying their work more, and they connect the underpinning values of the restorative approach as a reason they chose to teach in the first place. In terms of student achievement, one school that adopted a restorative approach in Nova Scotia over a five-year period reported a closing of the achievement gap that had been a feature of the school. Overall student achievement on external assessments climbed from a 60% success rate to success rates in the 90 percent range on several indicators (Derible, 2013).

How do we take a restorative approach in schools?

Restorative justice offers a common and predictable set of relational principles to guide practices and processes; it is not one fixed model or practice (Llewellyn, 2018). Taking a restorative approach in schools does not require purchasing an expensive toolkit that offers a one-sizefits- all model or delivering pre-packaged training modules. It is less about specific practices and much more about a relational way of thinking and being in community with others. Using the following relational principles for practice, we must frame the ways in which we make decisions, problem solve, teach, learn, work, and play together as being:

* Relationally focused: understanding and positively shaping interconnections
* Comprehensive and holistic: not only incident focused, also taking account of contexts and causes
* Inclusive/Participatory
* Responsive: contextual, flexible practice; informed by data/ knowledge
* Focused on taking responsibility: both individually and collectively
* Collaborative/Non-adversarial
* Forward-focused: Educative, problem solving/preventative and proactive

Relationally and instructionally, this principled relational framework empowers school communities and educators to engage in the development of unique school-based practices, policies and procedures to shape the restorative approach to meet community needs. Pedagogically, this principled framework also supports an action-research oriented framework for educators to assess and improve our own practice (i.e., How were we being future-focused in this problem-solving situation? How do we know we were being inclusive and participatory when making this decision?), and analyze whether the wide variety of educational toolkits that cross our desk are relevant to and supportive of our approach (i.e., Is this relationally focused? Is this culturally responsive?)

By using a relational analysis and principled relational framework to plan, act, and critically reflect on our individual and collective education efforts, we can structure all aspects of school life and the education system in ways that support and strengthen positive and healthy relationships- interpersonally, socially, and institutionally.

Where to begin? Let's start by relationally analyzing everyday experiences of schooling. Ask the following two questions during phases of planning, action, and reflection (whether it's a lesson plan, meeting, field trip, classroom practice, community event or anything else related to school life):

1. What is/was our goal?
2. Who are we affecting/did we affect, and how, by the ways in which we go/went about achieving that goal?

When guided by the relational principles above, the restorative ways in which we go about achieving our goals in school communities will support and strengthen positive and healthy relationships and safe and inclusive school cultures.

Simply, a principle-based approach in education reshapes schools to become restorative.

What does it look like to take a restorative approach in schools?

Far from suggesting we abandon previous initiatives or start from scratch, a restorative approach, when embraced as a continuum of practice rooted in relational principles, provides a new lens to review, support, and animate the work that schools and school boards are already doing to support students (Derible, 2013). Social and emotional learning programs, culturally relevant pedagogy, community outreach initiatives, student centred teaching and assessment, and professional learning communities are all examples of work that schools are currently engaged in that can be supported through a restorative approach. The restorative approach in education serves as the umbrella concept for all of the practices, policies, procedures, and pedagogical methods that schools embrace through a relational lens.

For example, affective statements and questions (language that describes how something made someone feel-sometimes students are not aware of the impact their behaviour might have on others); restorative conversations and dialogue (conversations that help teachers support an open dialogue starting with questions like "Can you tell me what happened and how you became involved?" instead of "Why did you do that?"); restorative meetings (staff meetings, parent meetings, School Advisory Council meetings that are organized to encourage authentic engagement through the use of circle processes); restorative conferences (formal responses to serious incidents led by a facilitator that involves all parties including support persons); and classroom circles (circles are structured but semi-formal opportunities for connection among students. They can include check-in circles and check-out circles to gauge how students are feeling at the beginning and at the end of the day, circles to establish classroom norms, circles to discuss academic goals, curriculum circles, circles to address behaviour problems and/or proactive circles) are all effective practices.

Taking a restorative approach in schools that is informed by relational theory and its principles is about much more than reducing suspension rates, controlling student behaviour, conflict resolution, and arranging chairs in a circle; it requires everything from culturally responsive decision making and teaching and animation of school policies and procedures, to inclusive and equitable ways of being together, to shifting power relations and perspectives in school communities, to socially-just pedagogy (Hunt, 2013).

As we continue to develop the restorative approach in schools, we hold the potential to transform the social culture of schooling in support of just relations for all people in our communities.

Let's do this together at all levels to learn and build understanding, foster positive and protective attachments between students and schools, model respectful and responsible ways of being in community with others, shape schools as safe and inclusive sites of reconciliation, and connect schools with a broad range of supportive community stakeholders.

Learning will thrive when, primarily, we promote and protect relationships and the well-being of all community members. This is the ethos of the restorative approach. Let's create the educational future we all need by taking a restorative approach in schools.

If you would like more information, please contact the author at Amy.Hunt@novascotia.ca
References
Derible, R. (2013). "A restorative approach to education and inclusion" in Aviso: the Magazine for Nova Scotia's Teaching Profession, Nova Scotia Teachers' Union. Accessed August 13, 2018 http://www.nstu.ca/images/Aviso/aviso%20fall%202013.pdf

Hunt (Boudreau), A. (2013). Relational Theory and Critical Race Theory as Social Practice in School: The Restorative Approach (Master's thesis). Mount Saint Vincent University.

Llewellyn, J. (2018). "Realizing the full potential of restorative justice" in Policy Options Digital Magazine. Accessed August 13, 2018 at http://policyoptions.irpp.org/magazines/may-2018/realizing-the-full-potential-of-restorative-justice/

Llewellyn, J. & Llewellyn, K. (2015) "A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities" in T. Penny Light, J. Nicholas & R. Bondy, eds, Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press.

Llewellyn, J. (2012). Restorative justice: Thinking relationally about justice. In J. Downie & J. Llewellyn (Eds.), Being relational: Reflections on relational theory and health law (pp. 89-108). Vancouver: UBC Press.

Morrison, B. (2013). The power dynamics of school bullying: The importance of community to breaking the cycle. Presentation at the Nova Scotia Crime Prevention Symposium: "Building Relationships: A Way forward for Safer Communities," Halifax.

Nova Scotia Department of Justice (2013). Restorative approaches in schools: A fact sheet. Accessed August 13, 2018 at https://novascotia.ca/just/prevention/restorative_approaches_in_ schools.asp

Nova Scotia Department of Education and Nova Scotia Department of Justice (2012). Young people learning to manage relationships, conflict. Accessed October 24, 2012 at http://novascotia.ca/news/release/?id=201210247

Amy Hunt
Amy Hunt is the Restorative Approach Coordinator in the Public Safety Division at the Nova Scotia Department of Justice; former Vice Principal and Classroom Teacher at the Halifax Regional Centre for Education; PhD Candidate at the University of Glasgow; and an Instructor at Mount Saint Vincent University.
This article is from Canadian Teacher Magazine's Spring 2019 issue.

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A Case for the Restorative Approach in Schools

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The emergence of restorative justice in both local and international contexts in recent years speaks to the growing awareness of the need to transform the culture of our social institutions and the ways in which people experience them. As Jennifer Llewellyn (2018) explains, "Justice viewed restorati

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Trauma-Informed Practices

While teachers are not social workers, just saying the right things to a student suffering from trauma can make a big difference.

Our students are carrying a lot with them as they enter our classrooms each day-always, but especially right now. As educators, we lead with love, and we often see ourselves as (and we often are) primary sources of support for students not only in academics, but in all areas of students' lives.

Providing that holistic care and support is often what distinguishes a good educator from a transformational educator and what drives strong relationships with students, along with a sense of fulfillment and purpose to our work.

While this is all true, it is also all in tension with another truth: that providing holistic care and support to each individual student, to the extent that they need and deserve, is exhausting. It requires heavy emotional labor that's never captured in an educator's job description and is not covered in teaching certification courses.

When students are experiencing trauma and learning how to safely process challenging emotions, we often don't know what to say or what to do to help. We want to fix the problem, but we are limited in our capacities to actually do so. This limitation causes us to feel powerless, to feel as though we aren't doing enough and that we will never be able to do enough-even though we are already giving as much of ourselves as we can possibly give.

An Educator's Influence

As an educator, you have more power than you think, but that power might look a little different from what you're expecting of yourself. You don't need an additional degree or to have all the answers to gain that power. You already have that power because you are human, and you have the opportunity to interact with your students every day.

By being intentional about the ways in which you show up in these interactions-even the smallest, routine ones-you can provide each of your students with tremendous support, despite never being able to take away any of the external stressors in their lives.

Traumatic experiences cause our students to feel powerless, unseen, and unheard. This powerlessness leads to the difficult emotions we see students experiencing in our classrooms, often communicated through what have traditionally been labeled as "challenging behaviors."

While we cannot solve problems in a student's life, we can give them back their power and ensure that they consistently feel seen and heard within the walls of our classroom in order to give them space to process and communicate their emotions in safer, more productive ways.

Consistently returning power to your students and ensuring that they know you are there to acknowledge and listen to them can be transformational: Research shows that the adverse effects of trauma can be mitigated by the presence of even just one empowering and empathetic presence in a student's life.

Empowering Language

But what does this actually look like in the classroom?

One of the easiest and most powerful tools that you have to make a student feel seen and heard is your language. By doing something as slight as changing the words that you use with students, both in times of stress and in small, everyday interactions, you can make a greater impact than you might expect.

"I hear you. I see you. I believe you."

"You are important. Your voice is important. I want to hear from you."

"I can't change what happens outside of this classroom, but you are safe here."

"I am sorry for what you are experiencing. I see the pain that it's causing you, and I can't imagine how heavy it feels."

"I can't change your experiences, but I am here to listen to you and help you in whatever ways I can. What would be helpful from me at this moment?"

"As a teacher, I don't have the training or time in my workday to give you the support that you deserve, but I know that our school counselor and social worker do. Our school has them for students who are experiencing challenges because we care about you and want to support you in all the ways that we can. How do you feel about us reaching out to them together?"

When we know that a student is struggling, we often feel as though we don't know the right thing to say, but what our students need to hear is often a lot more straightforward than we think.

The right words can help our students know they are seen, they are heard, and they are safe:

Those words might still not feel like they are enough. No words can take away the pain and hurt that many of our students carry. While that's true, I encourage you to be curious the next time you find yourself in a situation in which you yourself feel powerless or at a loss for what to say. Pause, take a breath, and calmly try out one of these phrases or questions. Watch for how your student responds-how their emotions may shift, how their demeanor may change, how their walls might start to fall when they are given a greater sense of safety, power, and control.

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How Teachers Can Empower Students Who Are Experiencing Trauma

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Trauma-Informed Practices While teachers are not social workers, just saying the right things to a student suffering from trauma can make a big difference. Our students are carrying a lot with them as they enter our classrooms each day-always, but especially right now.

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Brain Story Certification - Free Online PD

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Brain Story Certification - Free Online PD

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The AFWI Brain Story Certification will teach you how the brain develops, the neurobiology of addiction and the foundations for prevention and resilience.

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It's probably not news to most teachers that nearly six out of 10 children have experienced trauma, according to a foundational study from the Centers for Disease Control and Prevention and Kaiser. As educators on the frontlines, teachers regularly encounter students who have experienced significant hardships in their homes and communities. But psychologists and mental health practitioners say that the impact of trauma goes beyond the kids and reaches into the lives of educators who work closely with them day to day.

This secondary form of trauma, known as vicarious trauma, can develop from a single event or over a period of time. To protect yourself from vicarious trauma, it's important to understand its impact, recognize its symptoms, and develop preventive strategies to take care of yourself. We recently spoke with Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers, on how to identify and navigate vicarious trauma.

Recognizing the Symptoms of Vicarious Trauma

According to Keels, the signs and symptoms of regular exposure to the traumatic experiences of others can look and feel a lot like emotional exhaustion or burnout. In working with students who are in pain, educators may experience emotional, physical, and relational symptoms, with many affected teachers emphasizing a kind of depression rooted in a reduced sense of personal accomplishment.

If, despite relative happiness in your personal life, you notice yourself regularly feeling sad, angry, anxious, or depressed, those feelings might be symptoms of secondary trauma that can quickly manifest as physical symptoms like headaches, stomach aches, constipation, or general drops in energy.

When left unattended, emotional symptoms can also affect personal relationships, both at home and in the workplace. Are you becoming irritable with your family? Are you isolating yourself from friends? Pay attention to changes in your behavior at work, as well. You may notice yourself feeling more detached from your colleagues and students or reacting more negatively to them. If you lack motivation, avoid specific students, or are chronically late, these could all be the effects of vicarious trauma.

Understandably, many teachers experience debilitating feelings of hopelessness and a reduced sense of personal accomplishment because they're often presented with problems beyond their capacity and control. When confronted with critical problems affecting your students' lives, it's easy to feel both obligated to take action and overwhelmed with the task in front of you. With limited resources at your disposal, you can't always fix your students' problems.

In other words, you may feel like no matter what you do, you're not doing enough for your students-you're failing them.

Ways to Treat Yourself

What can you do to help yourself in that situation? While it's best to use self-care practices preventively before symptoms get out of hand, the strategies below can be implemented at any time to help you mitigate the impact of secondary trauma.

Reduce professional isolation. Find colleagues on staff you can trust to talk out your frustrations and emotions. This will help you realize that you're not alone in your experiences and that your struggles are not due to ineptitude-you just have a difficult job. You can also gain tips from peers on how they've navigated challenging situations with students while maintaining health and well-being.

Pursue opportunities for professional development (PD). One of the most challenging aspects of working with students who have experienced trauma is learning how to navigate their emotional outbursts and challenging behaviors in class. Educators have reported to Keels that "there is nothing more frustrating and makes you want to leave the profession more than knowing that what you're doing is not working, but not knowing what to do differently." If your district or school isn't offering PD on trauma, look for local workshops, find online resources, or contact other schools.

The trauma-informed school Fall-Hamilton Elementary in Nashville, for example, developed a practice that benefits teachers-called " tap-in/tap-out"-that lets teachers text a colleague to cover their class for a few minutes when they need a break from a tense situation. Edutopia has previously shared strategies on how to prevent students from acting out in class, as well as how to calm a student who's in the midst of an emotional outburst. A quick mindfulness activity, for example, can help calm yourself and the class after a student acts out.

Develop realistic expectations and set boundaries. Some of your students may need significant supports-food, guardianship, housing-but these needs are far beyond what you can provide as their teacher. Give yourself kudos for doing the best you can with the resources you have, and acknowledge that there are limits to what you can do.

It's important to not only acknowledge your limits but to own your successes. You know the stories of the students whose lives you have touched-the students who return years after they've graduated to tell you that it was because of you that they went to college or became a teacher, the thank-you letters in your drawer, and the hugs from former students on the street. Listening to a student one-on-one-even if that's the only support you can give-is also a success. Know that you're impacting your students' lives to the best of your ability, and that your best is enough.

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With Student Trauma, It's OK to Set Boundaries | Edutopia

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It's probably not news to most teachers that nearly six out of 10 children have experienced trauma, according to a foundational study from the Centers for Disease Control and Prevention and Kaiser. As educators on the frontlines, teachers regularly encounter students who have experienced significant hardships in their homes and communities.

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What Happened to You  - Book Club Resource

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What Happened to You  - Book Club Resource

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What Happened to You? Summary (Animated) — Oprah Winfrey's Strategies for Healing From Trauma

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Equity Centered Trauma-Informed Education - Book Club Resource

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Equity Centered Trauma-Informed Education - Book Club Resource

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Alex Shevrin Venet's Equity-Centered, Trauma-Informed Education is a masterful work which inspires a systemic look at the injustices in classrooms, schools, and communities. Not to be confused with a trauma-informed manual, Venet's work provides an analysis of how equity, trauma, and systems-based thinking must be combined for sustainable human-centered practice. For educators seeking to make meaningful change in their building toward student-centered activism and well-being - this is the work for you.

The statistics presented are startling: almost half of children experience a potentially traumatic event before turning 18, which is higher for children of color and students with disabilities. Venet calls upon the reader to establish spaces that are safer: both emotionally and psychologically through relationship building, unconditional acceptance, a supportive community, and changes to policy to prevent trauma from occurring in the first place. This is drawn from Venet's experience as an educator, consultant, and school leader. She states,

Although many books about trauma-informed education focus on the challenging behavior of students, this book mainly addresses the challenging behavior of the adults in a school. Therefore, I also hope that you will engage in self-reflection and conversation with colleagues.

The work is broken into five sections: bringing equity to the center of trauma-informed education; universally implementing proactive trauma-informed practices; building relationships; pushing for change with school leaders; and creating change from within our classrooms through student activism and leadership.

Central to the book is the need for a structural lens. Throughout each chapter, Venet explains why strategies aren't enough. Our goal isn't to solely respond to trauma, but prevent it from happening. And, she states, school is often a place of perpetuated oppression (trauma doesn't only happen at home.) This requires a thorough reflection of one's classroom policies, school practices, and district- and state- wide systems which oppress. Venet writes,

In expanding our definitions of trauma, we must make sure we see trauma as a structural issue, not just an individual one. Scholars now recognize what people from marginalized communities have always known: oppression, bias, and discrimination cause trauma. Racism causes trauma. Islamophobia causes trauma. Heterosexism causes trauma. Transphobia causes trauma. And I'm not just talking about visible incidences of hate crimes. Oppression causes trauma through the ways it is built into the everyday structures of school and society and how these structures have persisted throughout generations. Trauma doesn't just happen at home - students can be traumatized by conditions and events in schools, and schools can cause trauma.

When we shift our focus to systems, we recognize that we must see trauma as a problem for everyone, not only certain individuals. This builds into the principles of an equity-centered, trauma-informed education:

It's anti-racist and focuses on anti-oppression. One must understand oppression to recognize it and properly fight against it.

It's asset-based. We recognize that children have the inherent capacity to survive, thrive, and heal. We're not saviors by helping them - instead we're preventing inequities that cause harm.

It's system-oriented. Policies must be changed from the top down to make structural changes in oppressive practices.

It's human-centered. A classroom centered on standardization and depersonalization prevents us from treating people like humans. One we embrace zero-tolerance or one-size-fits-all models, we never leave room for flexibility or individualism.

It's universal and proactive. This form of education is meant to help everyone - not rank, sort, or file them.

And it's social justice focused. Ending the practices that currently exists is just the start, then we must push for a more just world.

Equity-Centered, Trauma-Informed Education tells an overview through anecdotes, research, and narrative, providing a clear understanding then presenting actionable steps for one to analyze their practice. I found these to be especially inspiring, as they're ideas we could implement tomorrow such as partnering with local organizations and organizers working on social justice and/or ending trauma, or incorporating trauma prevention into the curriculum.

Each of these action steps is followed by specific calls for systems-based change. After all, we will not stop future trauma from occurring if the underlying problems aren't solved. We must examine how educational and health disparities are connected to gender, race, class, disability, and other markers of identity. This means that educators must first be familiar with the history and current implementation of oppressive policies, then use their political and social capital to abolish them.

These changes occur at both the state, district, and classroom level. For example, Venet explains a common problem in history classrooms,

Curriculum violence is the result of classroom content and pedagogy that harms students intellectually and emotionally. One all-too-common example of curriculum violence: in-class "reenactments" or simulations of historical acts of violence and oppression. Teachers design these activities in the name of "experiential education," but asking students to pretend they are enslaved Africans in the hull of a ship or to walk a simulated Trail of Tears (both, unfortunately, real examples) thrusts students into the painful embodiment of historical trauma.

It's no surprise that because many White educators are unfamiliar or uncomfortable with race, issues of identity, and hard history, that they perpetuate oppression and trauma. Often, reenactments, white-centric literacy programs, or white-centric mathematics are rooted in quick planning, an uncritical lens, or sheer ignorance to colonized curriculums. And racism is just one of many traumatic systems and practices that children face everyday at school.

We need to shift to proactive, universal approaches that would ensure a lesson like this would never be imaginable - and that systems (e.g. bathroom access, lunch systems, homework policies, grading, discipline, etc.) are viewed in a critical light and changed so everyone is welcomed, supported, and cared for. A key point of Venet's work is that we must not assign labels: there aren't traumatized and not traumatized students, nor should we rate trauma on a scale. We don't want to rank, file, or differentiate - the solutions we create should help everyone.

Some classroom approaches mentioned as universal include implementing student voice into the curriculum and school board, utilizing experiential education, and collaborating with the local community. In essence, implementing human-centered systems not only engages students more and treats them as humans, but lessens trauma that occurs at school. Day-to-day, educators must ensure they see relationship building as a skillset to develop, and are aware of the social dynamics between educator and student. They need to be universally acceptive and have equity literacy.

Venet explains in the second half of the book that this doesn't mean all the problems will be solved by an individual teacher. In fact, the goal is not to be a "trauma detective" or the "only one" or "savior" of students - it's to be a connector. Venet highlights how one may connect a student with a counselor,

Thank you so much for feeling comfortable to talk to me. I can hear how much this is upsetting you and how you need to talk about it. I want to let you know that I care about you and want to help you, but I think you might benefit to talking to someone who has more perspective on this than I do. Have you ever met our school counselor Kate? She plays Dungeons and Dragons like you do. Want to walk over together five minutes before the end of lunch and I can introduce you?

Many examples are presented for how to deal with individual circumstances.

Then, we turn, again, to the structural level. Venet offers key advice in approaching school leaders to examine how their schools are set up, and how groups of teachers can audit their schools for equity-centered, trauma-informed well-being. And if that approach works or doesn't work, there's always room for students to make a change. The work is finalized through a call for student and teacher activism to create a just society.

For anyone interested in progressive education, Venet's work is a central component to offering a new lens of viewing systems-based thinking and pedagogy. As someone who consistently talks about systems of ungrading, restorative justice, experiential learning, and the like, Equity-Centered, Trauma-Informed Education elaborates upon these ideas with even more research to support a shift toward human-centered classrooms. Definitely check out this work via Norton Professional Books or your local library.

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June 2021: Equity-Centered, Trauma-Informed Education by Alex Shevrin Venet

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Alex Shevrin Venet's Equity-Centered, Trauma-Informed Education is a masterful work which inspires a systemic look at the injustices in classrooms, schools, and communities. Not to be confused with a trauma-informed manual, Venet's work provides an analysis of how equity, trauma, and systems-based thinking must be combined for sustainable human-centered practice.

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Building Trauma-Sensitive Schools - Book Club Resource (introductory video included here)

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Building Trauma-Sensitive Schools - Book Club Resource (introductory video included here)

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A school administrator discusses the concept of psychological safety and how it applies in schools.

Davide Bonazzi / The iSpot

As a teacher, when you consider your workplace within your school system, how does it make you feel, and what people and experiences have shaped that response? Do you find yourself avoiding certain activities, locations, or colleagues because of what they've said about your new idea or how they've made you feel?

Is reading this making your pulse quicken, imagining something or someone waiting to threaten your zen when you arrive at your desk tomorrow? You spend a lot of time in that workplace-it should feel safe.

What is Psychological Safety?

In the research article " Feeling Safe at Work: Development and Validation of the Psychological Safety Inventory," the authors write, "Psychological safety, defined as perceptions that an individual within a team is supported and feels safe to take interpersonal risks, voice opinions, and share ideas, is vital for organizational effectiveness." If you've ever felt psychologically or emotionally unsafe at work, you know that your heart, brain, and central nervous system can feel like they've been hijacked and thrown into a spin cycle. Simply put, it can really mess with your body and mind. The concern about your emotional safety can make going to work feel painful or frightening, can create physical illness or mental health issues, and can impact the school workplace as a whole.

For those working in K-12 schools, the sense of high-stakes pressure is palpable. For teachers, paraeducators, bus drivers, counselors, administrative assistants, and cafeteria staff-so many different roles with a myriad of responsibilities-the school environment is complex and challenging enough without having to experience a lack of psychological safety on a daily basis. So why do so many school employees, at some point in their careers, experience a lack of support and/or psychological safety, and what can be done about it?

Reading your cues

Looking for reasons to escape from your workday, also known as task or situational avoidance

Nightmares about people or situations at work replaying themselves in a loop

Headaches, stress eating, stomachaches

General or very specific sense of fear toward a person(s) or thing

Elevated mental health concerns, including anxiety, depression, hypersensitive reactions, freezing up unexpectedly, difficulty with memory retention

If you find that despite your best efforts, your psychological health, safety, or well-being is potentially compromised, remember that you not only deserve to feel safe but have the right to. Here are some of the physical and emotional signs that you may be experiencing a psychologically unsafe environment:

Our well-being affects our work. As Alex Shevrin Venet's book Equity-Centered, Trauma-Informed Education notes, "Humanizing school requires that we dispense with the outdated idea that adults can somehow divorce their brains from their bodies....schools need to change so that children and adults can bring their whole selves with them; schools need to be places that increase our personal and community wellness, not deplete it."

Support strategies

Any workplace role in schools is challenging in this day and age. It's important to be able to read your own cues and have strategies to prioritize your own wellness and safety, especially if it feels like no one else is.

Grounding exercise: Stand or sit with your feet (bare, if possible) on the floor, settle your body, lean into being still and gentle, and feel the weight of your body through your feet. Inhale for three counts and exhale for three, allowing each of seven breath sets to connect you more deeply with the ground, drawing those negative feelings and thoughts down through your body and out through your feet. As you release that weight, you grow more grounded and strengthened by the breath and the feeling of your feet against the ground.

Support systems: You may work by yourself in a classroom or work with a team, but you're never alone. It's important to find and connect with your people and create support systems, not only to act as a safeguard, but also to help clear your mind. Maybe take intentional time to consider connecting with a hallway buddy, someone nearby you can check in with between classes. You could establish a peer group, whether it be one or more colleagues-those in the building you can also connect with outside of work.

Perhaps you can request a mentor or coach to debrief with, or you have a best friend or family member whom you're able to reach out to away from the work environment. You deserve people and opportunities that allow you to unpack the weight you may be carrying.

Pull the ripcord: Not everything is an emergency or plays out like the climactic Hollywood movie scene, but it can feel that way, and sometimes it is that way.

Every person's experience is their own, and each is different. For a person going through something that looks and feels unsafe, it may consume their entire universe and have a significant traumatic impact.

If you feel you are compromised-if you or your ideas have been belittled, for example-pull the ripcord and seek help immediately. Document any incidents and contact your employee assistance program; seek the support of a union representative if you are a member and the situation seems warranted; or speak with a trusted peer or seek mental health support.

The work you're doing serving students, staff, and families is some of the most critical work for the future development of our society. You deserve to come to work and leave each day healthy, whole, and without fear.

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A Guide to Psychological Safety for Educators

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This guide to psychological safety for teachers defines this key concept and examines how it applies in schools.

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The Restorative Practices Playbook - Book Club resource

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The Restorative Practices Playbook - Book Club resource

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Tools for Transforming Discipline in Schools

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Teach Special Education / Enseigner besoins spéciaux

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Childhood Trauma and the Brain | UK Trauma Council

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Adverse childhood experiences and toxic stress

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Adverse childhood experiences and toxic stress