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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

-Jordan Miller

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

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

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

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

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

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