While there is no one-size-fits-all approach for working with students who have experienced trauma, we know that deep and meaningful relationships developed in safe and supportive classrooms are at the core of trauma-informed practices. The Caring School Community program begins with the fundamental premise that relationships are central to healthy prosocial development and essential to teaching and learning. We also know that schools need to be intentional about building and maintaining these relationships both between students and between students and adults. We explicitly support the ongoing work of fostering within students a strong sense of community at school. This is done daily and with intention.
One of the most important goals for a teacher who has students who have experienced trauma is creating calm, orderly, organized and safe learning environments. While school days can sometimes feel hectic or frenetic, if we have consistent and predictable routines within a calm and caring environment, we can support students as they encounter any unplanned or unexpected things that come up. There is guidance throughout the curriculum for creating and maintaining these calm, safe environments. Starting the year with practicing routines and procedures, using the Classroom Management Notes within the Teacher’s Manual, and offering students calming strategies and a safe space to take a break when needed are all strategies that will support students.
All students come to school possessing skills they have learned to navigate relationships at home and in their communities. Students don’t come to school with a skill “deficit.” School is a unique environment, so students need support to be flexible and resilient in the face of the challenges they face in the school setting. We want to add skills to their repertoire that help them reflect on their behavior, ask for help when needed, share work fairly, monitor their attention and refocus when necessary. We want to help them develop empathy and compassion for fellow classmates. We also support them in learning strategies to regain calmness, resolve conflicts, and take responsibility for their learning and behavior.
Teachers are encouraged to treat students with respect at all times and to address misbehavior as they would academic mistakes, while adopting a teaching and learning stance that empowers students to correct and try again. With Caring School Discipline, teachers are guided to de-escalate situations and focus on what students can do to repair any damage they have caused or what they might do differently rather than make students feel guilty or ashamed.
To read more about this, visit this blog from Peter Brunn: Supporting Students Who Are Dealing with Trauma