9/9/2024

Teaching Through Trauma

By Casey Dykes

Ask almost anyone working in a K–12 classroom today about challenges that arise from student behavior, and you will most likely receive stories of outbursts, object-throwing, and verbal and sometimes physical assaults of students and teachers. These behaviors are not unique to one age group or demographic—they can be seen across all types of schools and often leave teachers at a loss for what to do. 

Student behavior is multifaceted—there is no “one-size-fits-all” answer to addressing student outbursts. By better understanding the relationship between student trauma and the manifestation of student behavioral challenges, you’ll be better equipped to support your students. 

Psychological Trauma

Trauma occurs when a person experiences a stressful, frightening, or distressing event that is out of their control and overwhelms them and their ability to emotionally digest it. The event may be a singular occurrence or a series of events that are perceived as harmful or life-threatening to oneself or loved ones. 

It is important to note everyone processes experiences differently; what one person experiences as trauma may not affect another. Trauma can happen to anyone at any age at any time, including a long time after the event has taken place. 

Adverse Childhood Experiences (ACEs)

Adverse Childhood Experiences (ACEs) cover a wide range of potentially traumatic situations a child, under the age of 17, may experience. These incidents are either experienced firsthand by the child or witnessed in the home. ACEs are used by teachers, doctors, social workers, and others who work with youth to try to understand the potential traumas a child has gone through and how that may affect their physical health or behavior. Usually administered as a list of 10 yes-or-no questions, a child’s ACE score gives stakeholders an idea about what trauma the child may have experienced. 

According to the CDC, a higher ACE score is linked to several long-term health problems such as heart disease, depression, asthma, cancer, and more. More and more research is showing that childhood trauma can have lifelong consequences. If you are interested in learning more, watch Pediatrician Nadine Burke Harris’ TED Talk about the subject or take the ACEs test for yourself. 

Manifestation of Trauma

The effects of trauma can manifest in different ways depending on the environment, day, or child since everyone processes trauma differently. 

Some of the common manifestations we see in the classroom are:

• Difficulty in self-regulation
• Negative thinking
• Aggression/avoidance
• Difficulty trusting adults
• Inappropriate social interactions

Students in different grade levels will often show the effects of their trauma in different ways. It is more common for an elementary-aged student to exhibit nightmares, complain about physical ailments with no direct cause (stomach ache), or drawing/talking about the traumatic event; while an older middle/high school student may show more withdrawn behavior, aggression, bullying, over-reactions to noises or situations, and sudden changes in mood or behavior. 

The trauma iceberg is an analogy used to help us understand the layered impact of trauma. From the top of the iceberg, we see the manifestation of trauma, such as the examples from above, but when we look under the water and discover the hidden emotions behind the actions, we can understand more about where the behaviors are coming from. 

Trauma-Informed Teaching Strategies

Teachers who understand the educational impacts of trauma can create safe, supportive environments where students make positive connections with adults and peers they might otherwise push away, calm their emotions so they can focus and behave appropriately, and feel confident enough to advance their learning. Teaching through a lens of trauma enables you to build relationships and create a learning environment that is safe and welcoming to all students. Next, we will go through a few strategies that can be implemented in your classroom. 

Thoughtful Responses

In a classroom environment, there is an inherent power imbalance between the teacher and the students. Teachers who understand and respect their position of power often take time to think about their responses when addressing students. You may find yourself in a power struggle with a student who is experiencing behavior challenges, and it can be easy to get frustrated and respond to the student in a way that makes the situation worse. 

When working with students who have experienced trauma, it is important to show genuine respect to all students. You should be understanding and try to be aware of potential triggers, such as the tone of voice used. When responding to misbehavior, it is helpful to get on the students' eye level and empower them to make their own decisions instead of giving them ultimatums.

Structure and Consistency

Sometimes students will have disproportionate responses to the smallest change in a classroom. Imagine you have a new seating chart posted for when students enter the classroom, and one student sees their new seat and becomes upset. Maybe it’s an emotional outburst, or they walk out of the classroom. 

When working with students who have experienced trauma, structure, and consistency are key. Being predictable, giving students choice and control, and fostering a feeling of safety while maintaining high expectations will allow students to know what to expect in your classroom and allow them to flourish within the boundaries you set. 

For the seating chart example, if you know you have a student who is reactive to change, you can inform them before the rest of the class that a seating change is coming and allow for their input on their new seat. Explaining how and why things change is especially helpful for younger students. Having a consistent class structure benefits students who have experienced trauma and allows them to feel safe and know what to expect in your classroom. Having a posted agenda or using symbols and pictures of clocks for younger students are good places to start. 

Discipline and Consequences

Teaching through a trauma-informed lens does not mean students are coddled or that discipline and consequences go out the window. In fact, it is even more important to have clear expectations and consequences when working with students who have experienced trauma. Students need to know why a consequence is being administered so they do not see it as an arbitrary punishment. 

If you preemptively set limits and explain the consequences for acting outside of said limits, you will have an easier time in dealing with students who need disciplinary intervention. When misbehavior happens try responding with “I see you need help with…” (cleaning up, not kicking the table…) instead of a punishment such as removing the student from the activity. The consequence administered for misbehavior should follow logically from the exhibited behavior rather than punishments that are not related. This is why behavior modification programs (like sticker charts) are often not effective for students who have experienced trauma. 

Trauma-Informed Teaching Professional Development

Trauma-informed education is rapidly becoming a cornerstone of modern teaching practices, as educators like you recognize the importance of understanding and addressing each student's unique needs. By deepening your knowledge of trauma-informed teaching, you equip yourself with the tools to create a more inclusive and supportive classroom environment.

Professional development in trauma-informed teaching offers an opportunity to enhance your skills and implement strategies that foster resilience and emotional well-being among your students. These programs not only provide valuable insight into the effects of trauma but also offer practical approaches to creating a safe, supportive learning space for all students.

Lexia® believes in the power of differentiated instruction and the importance of fostering a sense of belonging in the classroom. By integrating trauma-informed practices into your teaching, you can help students overcome challenges and thrive academically and emotionally. As you continue to grow in your teaching journey, consider exploring additional methods to engage with your students' emotional needs, such as social-emotional learning programs, to further enrich their educational experience. You can learn more by reading our blog post, 3 Clear Benefits of Social-Emotional Learning Programs. 

Bio

Casey Dykes teaches for Da Vinci Schools in El Segundo, California. During her 12-year career, she has taught everything from sixth grade math through AP Calculus. She believes in creating a safe space in her classroom where all students can grow both academically and socially. Originally from Ohio, Dykes enjoys being outside and exploring LA’s food scene when not at school.