I have dealt with students in the past who reacted explosively or went immediately into fight mode. Background information is the key to understanding and supporting students who have experienced trauma. Relationship building is also key. To support students who have experienced or are currently experiencing trauma, we as educators must create a safe and supportive environment, use restorative practices instead of punitive measures, provide a safe school culture, build positive relationships, and offer mental health support.

Below the surface, he was depressed about his parents’ recent divorce. He was also angry with his dad because of the things his mother shared about his father. He believed that his dad was abusive toward his mom and dad’t want to spend time with him.

From a typical staff perspective (without considering trauma), Jamie’s behavior appears intentionally defiant and disruptive. Teachers may see him as disrespectful, argumentative, and unwilling to follow directions. Male staff, in particular, might interpret his confrontations as challenges to authority, leading them to respond with firm, immediate consequences such as removal from class. In this view, the focus is on compliance, classroom order, and addressing the behavior itself rather than its cause. Jamie likely feels threatened, unsafe, or misunderstood the moment he is “called out.” His quick escalation—questioning the teacher, refusing to participate, pacing, raising his voice—may be protective behaviors that help him regain a sense of control when he feels powerless. His confrontations with male staff might stem from past experiences in which male authority felt unsafe, unpredictable, or harsh. When Jamie enters the hallway and becomes even more dysregulated, it suggests he may lack the emotional tools to self-regulate once his stress response is activated.

In any case of any unwanted behaviors, I definitely try and pick my battles when it comes to redirecting certain students. As long as they are participating and completing their work, I do not care if they eat in my classroom, or sit in a different seat, etc. This shows the student that my priority is that they are learning and in a safe space.

1. Identify Crisis Situations: Discuss types of crises students may face (e.g., panic, self-harm thoughts, conflict, medical emergency).

2. Recognize Warning Signs: Learn cues like sudden mood changes, withdrawal, aggression, or verbal hints.

3. Plan Response Strategies:
   

   • Stay calm and approach safely.

   • Use de-escalation techniques (active

4. 
   

She was traumatized from that stage. That's the stage we have to pick her up from and help her to realize she can't give up on herself or life. Using her fight or flight theory will only hurt her goals that we all know she can achieve with the right direction.

Jamie;

He is screaming out for help but all the school seems to be doing is ignoring his cries.

He is now at the Outburst stage where it sounds like the hallway scene could become a safety concern for other students in the hallway.

First thing is to calm him down but speaking softly and gently to him maybe about any pets he has at home. Talk about my cat for a bit while maybe finding a more quiet place with chairs. Just so he feels a little more comfortable.

Ask him if he would like to follow me into the area.

Have a list of triggers with you to remind you.

Now that Jamie seems to be more aware and is calm, give him something to do with his hands like a rubix cube, stress ball ect. This will help with anxiety while you talk together. Find out a little more about the classroom if you can. Is the teacher speaking in a monotone voice, does the teacher yell a lot, is there other kids in his class acting up as well, does Jamie get picked on or bullied?

Jot this down under his triggers in your notebook.

How is Jamie acting now?

What things make him more nervous or cause him to become agitated?

Write that down.

Let Jamie know that you are there anytime he wants to talk.

Let him also know that he has an entire team of people that care about him and want to see him succeed.

Through a trauma-informed lens, these behaviors appeared to be responses to past experiences rather than intentional defiance. The student seemed to struggle with feeling safe, managing emotions, and trusting adults. Loud environments, sudden transitions, and being singled out often triggered these reactions. When supportive strategies such as predictable routines, private check-ins, and calm reassurance were used, the student showed improved engagement and regulation.

I have a student that exhibits many behaviors just like Jamie. He was a 7th grader in my classroom a couple years ago and still sticks out for the trauma he endured. He was a product of a single-parent household with his mother in prison. He lived with his grandmother (who was also absent a lot.) The first thing he did when entering my classroom was ask for food. Every day. He knew I kept a secret stash of snacks for him to make it through the morning. Once this young man knew I cared, he began to open up - in his language and his writing. He ended the year with a passing grade, but more importantly, he left 7th grade knowing their were adults out there who care about his well being. I hear he's doing well at the high school. Being trauma informed helped me understand better his need for acceptance and understanding.

After recognizing that the student has experienced trauma, staff can reinterpret the behavior as a survival response rather than intentional misbehavior. The focus shifts from compliance to support. Staff understand the student may need extra time, reassurance, and structure to feel safe enough to engage. This awareness promotes empathy, patience, and a more flexible approach to participation and expectations.

For the Student:

• Emotional awareness (recognizing feelings of anxiety or overwhelm)

• Self-regulation skills (using calming strategies during stress)

• Communication skills (learning safe ways to express needs or ask for help)

For the Teacher/Staff:

• Empathy and perspective-taking

• Emotional regulation and calm communication

• Relationship-building and trust development

• Trauma-informed problem-solving and flexibility

Understanding this student’s behavior through a trauma-informed lens allows me to respond with compassion rather than correction. By creating predictable routines, offering choices, providing advance warnings for transitions, and building a trusting relationship, I can help reduce the student’s stress and support their social and emotional growth. This approach maximizes learning by addressing both emotional safety and academic engagement.

Another that is triggered by the word no we are trying to find positive words to say to him.

From the student’s perspective, school can feel unpredictable and emotionally unsafe. When expectations are unclear or when they feel corrected publicly, their stress response increases. Behaviors that may seem like defiance are often attempts to self-protect or regain a sense of control. These responses suggest that the student may be experiencing stressors outside of school that impact their ability to fully engage in learning.

Viewing this student through a trauma-informed lens has shifted my approach. Instead of focusing solely on compliance, I prioritize building a trusting relationship and creating a predictable, supportive environment. I intentionally use calm language, offer choices, and provide additional time and space when the student appears dysregulated. I also focus on recognizing and reinforcing effort, regulation, and progress rather than only academic outcomes.

To maximize learning, both the student and I continue to develop social and emotional competencies. The student benefits from support in identifying emotions, using calming strategies, and advocating for their needs. As the teacher, I must practice empathy, emotional regulation, and flexibility while maintaining consistent expectations. By responding with understanding rather than urgency, I can help the student feel safe, supported, and more capable of engaging in learning.

Staff perspective before understanding trauma
The student is being defiant and disrespectful. They refuse to follow directions, talk back, and leave their seat without permission. The behavior feels intentional and disruptive.

Student’s perception of the situation
The student feels threatened, overwhelmed, or unsafe. A raised voice, correction, or sudden demand may trigger a stress response, making the student feel the need to protect themselves or regain control.

Staff perspective after understanding trauma
The student’s behavior is a stress response, not a personal challenge to authority. The student may lack regulation skills and is operating from the “downstairs brain.” The priority becomes helping the student feel safe and regulated before addressing behavior.

Social and emotional competencies needed

• Student: Emotional awareness, self-regulation, coping strategies, communication skills

• Teacher: Emotional regulation, empathy, patience, de-escalation skills, trauma awareness

Every student brings a new situation to the mix and I need to take all factors in consideration when dealing with the student.

Thinking about a student I have worked with, I can see how easily trauma‑related behaviors can be mistaken for attitude or lack of effort. Viewing that student through a trauma‑informed lens has changed how I respond. Instead of reacting to behavior alone, I am more intentional about asking what the behavior might be communicating and how I can support regulation before learning.

This approach does not lower expectations; rather, it changes how students are supported in meeting them. When students feel safe, seen, and supported, they are more able to build the social and emotional skills they need to succeed. For me, this reflection reinforces that relationships, patience, and empathy are not extra—they are essential tools in helping students heal and learn.

all races and not wanting to take care of

them. Each father was not interested in

being a dad. So, the kids were adopted by

different people. Each sibling has different

problems like out burst in school while one is very quiet and not really wanting to make friends.

While this scenario may seem like something that the child should be able to get over, those triggers last a lifetime, resulting in negative impacts throughout her life.

They appear very uncomfortable even in calm settings. They are constantly scaning the room as if waiting and watching for the next outburst to come their way. They are often suspended from school for extremely violent and uncontrollable behaviors.

They lack trust, self esteem and self regulation.

They are behind their peers in knowledge leading to further lack of confidence and emotional regulation

For example, I had a student who was homeless and I had to build a relationship with him

To create a connection with the scholar, I would ask, "What is 1 thing you learned from X class yesterday?" or "Where did you notice someone smiling today?"

Staff perspective was she is just causing trouble. She needs to have consequences and be reprimanded.

Student perspective was no one liked her.

We found out she had been abused by a family member.

It took her parent almost 5 years of behaviors everyday to finally open up to us about her child's abuse.

It helped us to understand her behaviors a little better, not excuse them but understand them. We can now also use other strategies when she gets out of control. We also have more of the female staff interact with her as opposed to the male staff.

Watch for triggers.

After about a half-hour. They would "snap out of it", willingly help clean up, and then proceed to fall asleep for up to two hours.

(*disclaimer: CPS was contacted on multiple occasions.)

Trauma lens:

The little one had a single working mother; men were in and out of the house frequently and arguing with mom; they were left to stay up for all hours of the night watching t.v., no toys or electronics to entertain them otherwise; weren't made to bathe or put on clean clothes because "it wasn't worth the fight"... the list went on...

Our response:

• Met with a smile and a hug every day

• Breakfast every day

• Healthy snacks available at all times as long as it was a "working snack".

• Chromebook game time as a reward after every completed assignment or task.

• Tons of praise

• Clean clothing donated and they could change at school (with permission of the mother) into outfits that they chose themselves.

• Naps when needed! If they needed to sleep, they were allowed to.

• Group sessions

This created a very different little one by the end of the year!

Response

I have worked with many students that experience negative home lives. Abuse, neglect etc. I have found that developing a trusting relationship with these students can go a long way. These students just want a safe environment where they don't have to worry about being abused or when they will get their next meal. This requires intentional effort from teachers and administrators.

I am a specials teacher so I am (next to never) informed about student’s personal/ home life like their normal gen ed teacher would be. Often I have to ask to know what is going on at home when I witness these behaviors in class. With this particular student I had grown frustrated. I had spoken with him privately, emailed home, and nothing seemed to change. When I spoke with their gen ed teacher about this she explained that he had an extremely difficult home life and had been adopted by another family due to this birth mother having drug/alcohol issues. Unfortunately his home life with his adoptive parents was not much better. The father was verbally abusive and the mother did not have time to take care of the children she adopted. I wish this had been told to me in the beginning of the school year- however finally understanding this changed my entire perspective on this student and how I wanted to proceed with him in class. He did not have trusted adults in his life- so he did not trust me.

After recognizing that trauma may influence the student’s behavior, staff can shift their perspective and respond with patience, empathy, and supportive strategies rather than punishment. The student may need support with self-management and emotional regulation, while the teacher can focus on social awareness and relationship skills to better understand the student’s needs and create a supportive learning environment. This approach helps the student feel safer and more able to engage in learning.

Typically, that results in him acting out in the classroom. That can look like refusal to participate, refusal to take notes, refusal to keep his head up, or refusal to stay off his phone.

We are working with a school counselor, an outside therapist, and a school social worker to get him to come to school more often. We were able to get him to come to school every day for 4 straight weeks. However, he got sick, and now we haven't seen him for 2 weeks. We keep making daily contact home to encourage him and his mother to have him attend school.

I am aware that he has some childhood trauma, but I am not sure of the extent. I just hope that the resources and supports that we have in place don't give up on him because then he won't come to school again.

Staff perspective

(without considering trauma)

Student perspective

Staff most likely angry and want to give consequences for their behavior.

Student perspective

Expericencing issues and not understanding why this safe adult isn't understanding where they are coming from and why am I getting a punishment.

Staff perspective

(with trauma glasses on)

Realizing that he has experienced trauma, he is reacting in ways that he has been taught, we need to connect together and build a relationship with their parent as well.

Student and adult social and emotional competencies

Working as a team.

Recognizing these triggers helps educators respond with empathy and support. By creating predictable routines, using calm and respectful communication, and providing opportunities for students to regulate their emotions, teachers can reduce triggers and help students feel safe and supported in the classroom.

Staff not giving her space or punishing her for not completing work may be a trigger.

Staff could help her cope by allowing breaks when she begins to shut down.

His home life is significant instability. DHS has been involved due to DV and there are concerns of neglect and suspected substance use in the classroom. The child has been diagnosed with ADHD. It is suspected that he has dyslexia, however family support prevents full evaluation with specialists. These items impact his attention, impulse control, and ability to access reading and written tasks.

I had a student in the past who was very combative, refusing to do anything he was told, and ultimately would end up running out of the room most of the time. He was clearly displaying both flight and fight responses. He could have benefited from SEL. It would have been good if he could have had a place he could go to to cool down and then reflect.

Maria is seen as lazy, unmotivated, and disrespectful. Staff may think she is choosing not to participate and is being defiant when she puts her head down or avoids interaction. Her behavior may be viewed as a lack of effort or poor attitude.

Maria may feel overwhelmed, unsafe, or emotionally shut down. School may feel exhausting, and engaging with others may trigger anxiety or discomfort. Putting her head down could be her way of coping, protecting herself, or trying to regulate her emotions.

Maria’s behavior is understood as a trauma response. Staff recognize she is not refusing, but struggling to engage due to past experiences. Instead of pushing compliance, staff focus on building trust, creating safety, and reducing pressure.

After considering trauma, this behavior could be a stress response rather than a choice. The student may be trying to protect themselves from feeling embarrassed or anxious.

To support them, the student may need skills like recognizing emotions, asking for help, and using coping strategies. As a teacher, I need to focus on building trust, staying calm, and providing structure and clear expectations. Offering small supports like check-ins, flexible deadlines, and breaking tasks into steps can help the student feel more successful and engaged.

A. has been having significant difficulty with fine motor tasks like holding a crayon, cutting with safe scissors. He also struggles to follow simple multi step directions during circle time or small group.

He draws very scribbly lines, unlike his peers who are beginning to form shapes.

A. might be experiencing a delay in fine motor development, which could be contributing to his frustration.

My role is to make this connection, build a relationship, redirect him and support him through his stage of developing.

In both scenarios, student behavior (like defiance or withdrawal) may first be seen as misbehavior or lack of interest. However, from the student’s perspective, these actions often reflect responses to trauma such as fear, stress, or insecurity. Once staff understand this, their approach shifts from punishment to empathy and support.

To help, both teacher and student need skills like emotional regulation, empathy, and strong relationship-building. Reflecting on my own student, I realize that challenging behaviors may be expressions of deeper needs, and a trauma-informed approach helps create a safer, more supportive learning environment.

When this happened, I would take him into the hallway and give him space to calm down. I reassured him that it was okay to take the time he needed and that he could come into class when he felt ready. I also made a point to validate his feelings, letting him know that I understood he was stressed and that what he was feeling was valid. I reminded him that I was there to support him, that he was capable, and that we would work together to get his assignments completed.

This experience helped me see how important it is to respond to the whole child, not just the behavior. His lateness and emotional state were not about defiance, but about the challenges he was facing outside of school. By prioritizing his emotional needs and building trust, I was better able to support both his well-being and his academic progress.

Tired, lazy, anti-social, disrespectful, dis-engaged,

Student:

Afraid, alone, shame, guilt, different from others

Trauma informed lens:

Intelligent, needs a safe environment, needs routine, needs supportive positive relationships

Social/emotional competencies:

Self awareness, self-management, social awareness, and relationship skills

1. Is she in counseling?, what does the home/family support look like? Was there abuse or neglect in the home at time of removal? What does her sleeping situation look like?

2. Yelling, forced engagement with peers,

3. Choices, building relationships with teachers and peers, self regulation of emotions, safe environment for rest during lunch/recess

The student may perceive correction or redirection as criticism or rejection, even when that is not the teacher’s intention. Knowing this changes the staff perspective because the response should focus on de-escalation, privacy, and support rather than public confrontation. I can help by using a calm tone, giving choices, checking in privately, maintaining predictable expectations, and helping the student build skills like self-awareness, self-management, communication, and responsible decision-making. This allows the student to remain accountable while also feeling supported and safe enough to learn.

From the student’s perspective, they are likely dealing with significant emotional distress, feelings of hopelessness, and difficulty managing intense emotions. These experiences can make everyday school tasks feel overwhelming and difficult to handle.

When viewed through a trauma-informed lens, staff understand that the student may have experienced significant emotional trauma and is reacting from a survival-based stress response. In this context, the student’s behavior is driven by distress rather than intentional defiance. This understanding shifts the focus toward fostering safety, building relationships, and supporting emotional regulation instead of relying on punishment.

To support the student’s social and emotional growth, they need direct instruction and practice in recognizing emotions, developing coping and self-regulation strategies, and forming trusting relationships with adults who can support them during moments of distress. At the same time, staff must strengthen their own skills in trauma-informed practices, including co-regulation, maintaining consistent and predictable routines, and responding to challenging behaviors in calm, supportive ways that prioritize safety and connection.

In each situation the teachers were unaware of the students history and instead of helping the student they were making things worse. The signs were there.

reduced the complexity of his assignments so they were more managable

taught him where to go in the building that was safe so he didnt leave and staff knew where he was

showed him how to handle when work got hard

one time CPI was used to keep him from self harm

Built in fun at school and calming activities

The truth is her father only brings her to school if brother, who is emotionally impaired, is going to school. This same brother has sexually abused her several times in the past, and she's forced to share a room with him because they have multiple relatives living with them. She doesn't sleep until he sleeps, so she can protect herself. She is the only female in the house because her mother left and moved out of state. She wants to move to be with her, but her mom is struggling with drug addiction, so she has to stay with her father and brother.

From a trauma perspective, the fact that she feels safe enough to sleep in my classroom is a compliment. The fact that she turns in what she has complete because she doesn't know when the next time she'll be at school is, shows she wants whatever credit she can get. She knows that's better than a zero. Her hood is a way to feel safe and hide, not an attempt to be noncompliant.

Without a trauma-informed lens, this could look like disengagement or lack of effort. With that understanding, it may instead reflect stress, anxiety, or feeling overwhelmed.

To support this student, the teacher needs patience, empathy, and consistency, while the student needs help with emotional regulation, asking for support, and building persistence.

Understanding trauma helps me see the behavior as stress rather than disrespect.

The teacher should respond with patience, and support.

The student may need help with coping skills.

Teacher Response:
The teacher calmly stays nearby, helps the student name their feelings, and gently models how to ask for space or invite a friend. The teacher can also pair the student with one kind peer during a simple activity to build confidence slowly.

Sincere is a 7-year-old in my reading group who was recently placed in kinship care due to domestic violence. He usually does great initially, but the second a phonics task gets tough, his behavior shifts rapidly. He will suddenly rip his worksheet, knock his pencil box off the desk, cross his arms tight, and stare blankly at the wall, refusing to speak for the rest of the session.

Trauma Concepts Analysis Chart

Chart ColumnWhat's Really Going On with SincereHow I would have seen this before knowing about traumaI would have thought Sincere had a bad attitude and zero motivation. It would look like a willful choice to be defiant, tear up work, and avoid a hard task. My old instinct would be to give a stern warning and take away free time for his bad behavior.How Sincere is actually feeling and perceiving itGetting stuck on a word acts as a massive trauma trigger. Sincere's brain senses danger, his downstairs "barking dog" takes over, and his "wise owl" flies away. He is in a literal freeze response to protect himself, making him unable to hear directions.How I see this now that I understand traumaMy viewpoint flips from "What is wrong with this kid?" to "What safety need is he expressing?" Ripping the paper is an automatic survival response to toxic stress. His silent withdrawal is just his brain pulling the plug because his threat center is overwhelmed.The social-emotional skills we both need to make this workSincere needs self-awareness to notice when his internal dog is starting to bark, and self-management tools like deep breathing to calm down.

I need relationship skills to co-regulate with him—lowering my voice and connecting before redirecting.

How I Will Use This to Help Sincere Moving Forward

This completely changes my approach. I will stop using lectures or consequences when Sincere shuts down because upstairs-brain interventions do nothing during a downstairs freeze state. Instead, when he is calm, I will teach him the "barking dog" framework so he understands his feelings.

During reading, I will watch for early frustration, chunk his passages into tiny pieces, and provide a simple visual checklist on his desk. If he explodes, I will ignore the behavior, give him quiet space, and use my presence to guide him through a five-finger breathing exercise to quiet his barking dog. Once his body relaxes and his wise owl returns, we can tape his paper together and tackle the reading task as a team.

In my school, we have many students that exhibit trauma related behaviors. As our school does not allow staff to know if a student has experienced trauma, it is extremely difficult. I observe the students in my classroom, looking for clues, and use my best judgement to provide what strategy(s) will help the child not be retraumatized by adults actions/reactions.

From the student’s perspective, however, they may be experiencing stress, instability, fear, or emotional challenges outside of school that affect their ability to engage. The student may feel overwhelmed, unsafe, misunderstood, or disconnected, causing them to withdraw or avoid participation as a coping strategy.

After understanding trauma and its impact, my perspective changes. Instead of seeing the behavior as defiance or lack of effort, I would recognize it as a possible trauma response. This understanding encourages empathy and helps me focus on relationship building, creating safety, and providing support rather than punishment.

To maximize learning and growth, the student would need social and emotional competencies such as self awareness, emotional regulation, coping skills, communication, and relationship building. The student may benefit from strategies that help identify emotions, develop resilience, and build trust.

As the educator, I would also need competencies such as empathy, self awareness, emotional regulation, patience, and trauma informed practices. I would work to create predictable routines, provide check ins, encourage student voice, and maintain a supportive environment. By understanding the student’s experiences and responding with compassion, I can help create conditions where learning and healing can happen together.

To maximize learning, the student may need support with self-awareness, self-management, and relationship skills so they can recognize emotions and respond appropriately. The teacher also needs strong social and emotional competencies, including empathy, emotional regulation, and relationship-building skills, to create a safe and supportive environment where the student feels respected and understood.

Understanding trauma has helped me become more empathic and patient. I tend to look more into the cause of the behavior than at the behavior itself. Building trust and positive relationship with your students is vital in help those students feel safe and loved.

I've been candid with dad because he is very involved in his sons education and works hard to get the housing situations fixed. Dad reports he feels terrible his son feels this way, and he is going to go back to AA.

After understanding trauma, I see the behavior differently and recognize the need for patience, relationship-building, and consistent support. Instead of focusing only on the behavior, I focus on helping the student feel successful and connected.

The student would benefit from self-awareness, self-management, and relationship skills. As the teacher, I need social awareness, self-management, and relationship-building skills to respond effectively and support the student's growth.