Trauma-Informed Classroom

Realize what trauma is and the impact that it can have on a youth’s life or how they act on a day to day basis. It is also important to know how common trauma is within youth. Did you know that in Arizona, 31 percent of youth have experienced two or more Adverse Childhood Experiences (ACEs)( (2014). Adverse Childhood Experiences in Arizona). What are ACES? These are different traumatic events occurring before age 18. These include all types of abuse and neglect as well as parental mental illness, substance use, divorce, incarceration, and domestic violence. This study found that the more ACES someone had, the higher the likelihood the person would experience poor physical and mental health, substance abuse, and risky behaviors in adulthood.

Recognize the possible signs of a youth who have experienced trauma. A good strategy we promote in the classrooms would be to be aware of when a youth might be triggered. What is triggered you may ask yourself? Triggered is when someone is reminded of a past traumatic event that they undertook. This can happen from a sound, smell, something they see, something they touch, or even something they taste. When this happens, youth tend to show certain signs. They can be as big as classroom disruptions, outbursts, running out of class, getting frustrated easily, yelling, etc., or as subtle as frequent daydreaming, not participating, being withdrawn, fidgeting, etc. When you know the signs, it allows you to be prepared to respond in a positive way, rather than just reacting.

Resist re-traumatizing by being mindful of what or how you say something. One way to resist re-traumatizing is to create a connection with the youth with who we interact, but at the same time making an environment in which the youth feels safe and where they are able to share their thoughts and feelings without feeling judged. This can be accomplished by showing interest in what they have to say, praising them for good behavior. For example, thank students for doing what they are supposed to be doing instead of reprimanding them for something they are doing wrong, having clear and positive classroom expectations, ensure they are certain on what is wanted, and respecting that each youth will be different and have different experiences. This means that as professionals that work with youth, we are recognizing how we interact with the youth, how our own feelings, behaviors, cultural background, and beliefs impact the way we interact. This also changes your language from “What’s wrong with you?” to “What’s happened to you?” Reinforce good behavior and encourages all students to want to share more.

Respond by implementing trauma-informed approaches. This means creating a place and an approach for youth to regulate when they are triggered. Whether it be a sensory station (calming jars, coloring, play dough, etc.), stepping outside the classroom, or having a music corner where youth can listen to music for a couple of minutes and similar to above ensure you are letting youth know when they are doing a good job.