Empathetic teaching, otherwise known as trauma-informed-teaching is increasing nationwide, and rightfully so. Often, a student's "bad behavior" is labeled as just that, and it is easy to suspend them without seeking out what the cause is. The experiences of the educators at Lincoln Alternative High School in Walla Walla, Washington shows us as viewers and educators ourselves that listening to and giving a student self-worth is when you start to see the behavior change, and the adverse flower begin to bloom.

Steven, a senior at Lincoln, struggled with truancy, smoking weed, and failing grades. One day, he brings a lighter to school and flicks it in class. When caught by the teacher, Steven's reaction was to cuss both he and the Principal out before leaving campus. Instead of suspending him, Principal Sporleder calls his father to say he wanted Steven in school the next day, and he showed up. It is revealed here that Steven's mother left without notice. Soon, Lincoln's Invention Coordinator Brooke Bouchy built a rapport with Steven and he began to work toward turning a new leaf. When Steven would falter, a trusted adult would remind him that he's human, and that their door is still open.

Due to the staff's dedicated support and unrelenting kindness, Steven was a proud member of Lincoln's Class of 2013.

Those who experience this stress may be from a number of causes, which is important for educators to know.

The following may be some of those causes,

divorce

alcoholism

drug abuse

illness

disease

depression

abandonment

Sometimes these behaviors may even look like other disorders. The following suggests some of the behaviors that these students may exhibit.

Students may be

hyperactive

negative attention seeking

skipping school

smoking

doing nothing

having a hard time connecting with others

having trust issues

cursing

yelling

screaming

throwing

hitting

crying

oppositional

hungover

using drugs

having fight or flight response

struggling to communicate

being wary of adults

being silently in pain

having difficultly expressing feelings

having challenges to self-regulate

having dark thoughts

being in isolation

making suicide attempts

Model healthy relationships

As a person present in their life you have the opportunity to model and share healthy experiences with students who experience trauma, which can be learned from.

Offer cooperative learning

Students should have the opportunity to work in pairs as well as small groups, depending on what's appropriate at the time.

Provide safe places and spaces

Offer a nurturing environment and one that also has tools for students to take a break when necessary.

Meaningful and authentic

Daily instruction and assessments would be practical and relevant to students' needs.

Accountability

"Still holding them accountable, still having to deal with consequences, but still loved and accepted." Paul Kowalski's Paper Tigers

Homework

Little to no homework would be given as research suggests there is no proven benefit to having homework.

Need for social justice

Providing an awareness of trauma-informed-teaching to educators as these students deserve it.

ACEs distributed questionnaires, and asked questions such as: how often were your parents too drunk or high to take care of the family? or In the first 18 years of your life, did an adult, older relative or family member touch or fondle you in a sexual way?

Mr. Gordon in Paper Tigers informs us that ACE's also looked at thousands of records, and particularly focused on 10 questions, similar to the ones posted above. A person that responded yes to 4 or more is/has:

• 7x more likely to go to jail

• double the risk of cancer or stroke

• 12x more likely to commit suicide

Mr. Gordon also reminds us that this can be offset by a stable, caring adult.

Students in impoverished areas often do not have books, lunch, or proper supplies, hindering their ability to learn to their full potential. Additionally, their schools often have fewer resources and less-experienced teachers.

It is crucial for educators to consider the socioeconomic context of a child's life when assessing academic difficulties and implementing appropriate interventions and supports.

Trauma-informed teaching is a matter of social justice because it recognizes and addresses the impact of trauma on students' lives, promotes equity in education, addresses systemic inequities, supports healing and resilience, reduces disparities in discipline and achievement, and empowers students and communities to thrive. By adopting trauma-informed practices, educators can work towards creating more just and inclusive learning environments where all students have the opportunity to succeed.