Supporting Trauma-Informed Care in Our Classrooms
A student's journey through education is not just about learning academics; it’s a more profound quest for safety, understanding, and acceptance. Some students who act out repeatedly often carry within them not just the challenges of their disabilities but also past trauma.
Trauma in special education requires teachers to look beyond the surface and understand that students' behaviors and reactions may be rooted in more profound experiences than we can't see. The students in our classrooms who are “acting out” might be struggling with learning challenges compounded with their traumatic experiences, making the learning environment both a potential place of refuge and a minefield of triggers.
Embracing Empathy and Understanding
The first step in supporting students in our classrooms through trauma is understanding and acknowledging what they are going through. By doing this, we do not become therapists—instead, we become informed allies, understanding the signs of trauma and responding with sensitivity and care. For some students in our classrooms, the world can often feel overwhelming, filled with hurdles others might not see. Our teacher approach must be tailored, gentle, and patient, creating a bridge of trust and safety for every student.
Creating Safe Havens
Our classrooms must be more than just spaces for learning; they need to be havens of safety where every student feels secure and understood. We have to structure our classroom environments to minimize triggers and maximize a sense of predictability and calm. Visual and written schedules, clear boundaries, and consistent routines can create a predictable environment. Sensory-friendly spaces allow for moments of retreat and regulation, which is equally important, offering space for those moments when our classrooms become too much for students.
Consider the story of Elena, a 10-year-old with autism spectrum disorder, who experienced early childhood trauma. For Elena, the classroom could quickly become overwhelming, filled with sensory inputs that triggered memories of her traumatic past. Her teacher, Mr. Andersen, recognizing the dual layers of her challenges, transformed a corner of her classroom into a quiet, sensory-friendly zone. The classroom, equipped with soft lighting, comfortable seating, and tactile objects, offered Elena a safe space. Mr. Andersen’s consistent, gentle approach helped build trust, showing Elena that her classroom was a secure place to express herself and learn at her own pace.
Trauma-informed strategies tailored to use in our classrooms
Implementing trauma-informed strategies in our classrooms requires an approach that considers both the student’s educational needs and their trauma background. This dual lens ensures that our teaching methods do not inadvertently exacerbate their trauma. For instance, positive reinforcement is a critical educational strategy here. It celebrates the student's progress and reinforces a sense of accomplishment and self-worth.
Similarly, non-verbal communication and cues are assertive. Some students might find direct eye contact or certain tones of voice challenging, requiring us to adapt our communication style to meet their comfort levels. Furthermore, incorporating choice wherever possible empowers students, giving them a say in their learning and environment, which can significantly counter feelings of helplessness stemming from traumatic experiences.
Jordan, a 12-year-old with learning disabilities, had witnessed domestic violence. This trauma manifested in his behavior and learning engagement, with Jordan often appearing detached or easily frustrated. His special education teacher, Ms. Lee, integrated trauma-informed care with educational strategies by adopting a personalized learning plan that allowed Jordan to have choices in his assignments, fostering a sense of control and empowerment. Through art and storytelling, Jordan found a voice for his feelings, a therapeutic outlet supporting his academic skills. Ms. Lee's patient encouragement and celebration of even small successes were crucial in Jordan’s gradual academic and emotional growth.
Collaboration for Comprehensive Support
Supporting students in our classrooms who have experienced trauma is not a solitary journey. It thrives on collaboration with your multidisciplinary team, which includes therapists, psychologists, occupational therapists, and families. Each team member brings a unique perspective and expertise, enriching the support network around your student. Family engagement is especially crucial, as parents and caregivers are integral to the healing process. Together, we can create a cohesive strategy that supports the academics and each student's emotional and psychological well-being.
Alex, an 8-year-old student with ADHD, experienced trauma due to a natural disaster that displaced his family. In Alex’s case, his unpredictability at home made the structured classroom environment challenging and a critical source of stability. Mrs. Thompson, his teacher, worked closely with school counselors and Alex’s family to create a consistent routine for him at school and home. She also established a buddy system, pairing Alex with a classmate, Liam, who had shown resilience through similar challenges. This peer supported Alex in feeling less isolated and strengthening his social skills and emotional resilience.
Leveraging Professional Collaboration for Holistic Support
The educators recognized the importance of a collaborative approach in these examples. Regular meetings with school psychologists, behaviorists, occupational therapists, speech-language pathologists, and the student's family ensured that every team member appropriately addressed the student’s well-being. The strategies to support the student acknowledge that healing from trauma and progressing academically in school are profoundly interconnected and require the combined efforts of a supportive community.
Conclusion: A Journey of Healing and Learning Together
In the heart of special education, you are doing more than just teaching; you are shaping a classroom environment where healing can occur alongside learning. In the moments of breakthrough when a student who has faced the unimaginable takes a step forward, you see the impact of your work and partnerships with others.
Working with special education students who have experienced trauma is a journey of compassion, creativity, and commitment. It's about looking beyond the curriculum to see the student fighting to learn and grow in the face of their challenges. By adopting trauma-informed practices, you can light the path forward for your students, not just academically but to combat trauma.
As teachers, we nurture this resilience and create spaces where our students can learn and heal. This journey requires compassion, patience, and unwavering dedication. Yet, it is among the most profound contributions we can make, helping to transform trauma into triumph, one student at a time.
Stay tuned for the next blog on strategies for supporting a trauma-informed classroom. This blog is part of an article series on implementing trauma-informed classroom practices.
To cite this article: Nicolette Lesniak (March 29, 2024). “Supporting Trauma-Informed Care in Our Classrooms.” Accessed Mar 29, 2024. www.nicolettelesniak.com/blog/traumainformedcare
Nicolette Lesniak is an experienced special education teacher, IEP Coach, Consultant, curriculum designer, and presenter. Nicolette Lesniak has presented at regional and national education conferences and is available for school and district professional development sessions. She can be reached at hello@nicolettelesniak.com or www.nicolettelesniak.com.
