Trauma-Sensitive Practice

Rationale:
I believe having information on trauma-sensitive practice is very important as an educator, and I
want to consider ways to incorporate trauma-sensitive practice into the classroom. I took a
course on trauma practice during year 3 that was geared towards the social work program, but I
learned so much information. I want to deepen my understanding on ways to respond to certain
situations, and ways to provide students with physical, social and emotional safety in the
classroom. I believe that a lot of the tools and strategies identified for students who have
experienced trauma apply to students who have not.

Key question:
What are ways to incorporate trauma-sensitive practice into the classroom, that provides
students with physical, social and emotional safety?
*I am working on shifting my language from trauma-informed to trauma-sensitive as trauma-
sensitive implicates a compassion based practice.

Principles of trauma-sensitive care in the classroom:

Establishing safety:
● Create space for students to move, but still be apart of the class
● Spaces where students can go when they feel themselves getting out of control or having
a difficult time

Safety:
● Classroom activities and settings should ensure emotional and physical safety for all
students
● Make sure there is adequate quiet and safe space provided for each student (be aware of
personal space)
● Provide fidget toys/sensory material/music into the classroom
● Physical comfort can calm children and regulate emotions but make sure touch is
consented and appropriate (unwanted touch can re-traumatize)
● Recognize emotional set offs (weather, anniversaries of trauma/loss)

Maintaining safety:
● Assurance of safety is required before children can focus on learning
● Need for safety, connection and assurance of well-being comes before academic
content/activities

Relationships:
● Be respectful, kind, empathetic and understanding - maintain connections
● Be on the same physical level to help them feel safe, in control and connected
● Ensure tasks are clear and consistent and maintain boundaries - provide a visual schedule
 ● Create a culture of with rather than to or for
● 2x10 rule: 2 minutes a day for 10 days discuss topics completely unrelated to school

Supporting questions:
1. What does it mean to be trauma-informed?
● I can recognize that trauma informed services do not have to focus on treating symptoms
or syndromes related to trauma.
● I can provide care that is welcoming, safe and appropriate to the needs of those who are
affected by trauma
● I can recognize that it is essential to the healing process to have an understanding of how
trauma impacts each individual.
● I can recognize these students are living in a constant state of emergency that can
severely implicate drain development

2. What are trauma-informed teaching strategies?

● Children with trauma history can react and behave in unexpected ways that way
not make sense
● Students may be overly defensive, anticipating criticism from teachers or defiant
as a way to show their control
● By changing the way we give direction or respond to situations, we can reduce
problematic behaviours
“How much time are you spending trying to get students to maintain focus? How much time is
wasted when students struggle to work collaboratively and creatively together?” (O’Neil,
George, & Wagg, n.d).

Trauma informed interventions with trauma-impacted students:

● Teach relaxation skills - use exercise, movement and music
● Slow yourself down and watch the tone and speed of your voice
● Teach and incorporate positive self talk and practices “I am safe” “I can calm myself
down”
● Help students identify external and internal places and people that are safe

3. How can I recognize what sets students off and how can I act upon this?
● Understand that students can be responding to external or internal triggers or a
combination of both (ex. Tired, hungry, anxiety).
Ex. Name the rationale for the limit: “throwing toys can hurt people”
Link the consequence to the behaviour: “I care about you. I don’t think you wanted to hurt
anyone, but throwing is not ok”
Name boundaries of the limit: “Go to the thinking spot (time out) or I'm going to hold your toy
until after recess.
Move on. The limit has been set and consequence has been given: “After your time out, you may
look at your book or clean up your desk”
Do not send out of the room, sit in a nearby chair- offer choice if this point is reached

Key points to remember:

● Change for children will come more easily if the focus is on the relationship, rather than
on behaviour management strategies - students cannot learn if they do not feel safe,
known and cared for
● Learning new content actually requires students to increase their resources for self-
regulation when they feel heightened or they are faced with a challenge
● Often children want to compete for power because they feel that this is how they can
achieve safety in order to control their environment
● Focus on why the behaviour is happening not on the behaviour itself- there is always
reason for behaviours
● Validate what the person is feelings, acknowledge the feelings and do not re-
direct/dismiss
● Work on shifting away from creating safe spaces to creating brave spaces
● Integrate emotional literacy activities into the daily content to support children in
recognizing, naming and managing feelings

TRB Standards:
Standard 1: “Educators value the success of all students. Educators care for students and
act in their best interests.”
I value the success of all my students, especially in creating a classroom where students are
physically, emotionally and socially safe. I value creating a safe environment representing a
strong community of learners who value and care for eachother. I value acting in the best interest
of my students by focusing on how trauma impacts each student differently, and understanding
how I can use culturally responsive practices in my classroom. I acknowledge and understand
that trauma is not a one size fits all approach.

Standard 4: “Educators value the involvement and support of parents, guardians, families
and communities in schools.”
I value the input of my students, parents, guardians, families and their communities when
approaching trauma and creating a trauma-informed practice within my classroom. I recognize
that each individual student, family member and community member holds an important piece in
creating a classroom community and environment that respects a trauma-informed practice.

Standard 9: “Educators respect and value the history of the First Nations, Inuit and Métis
in Canada and the impact of the past on the present and the future. Educators contribute
towards truth, reconciliation and healing. Educators foster a deeper understanding of ways
of knowing and being, histories, and cultures of First Nations, Inuit and Métis.”
I value and acknowledge many students may have trauma related both directly and indirectly to
the impact of the past on the present and the future. I recognize the importance of focusing on
ways to inform my practice towards truth, reconciliation and healing. It is important I spend time
acknowledging different ways of knowing and deepen my understanding on how to incorporate
these ways of knowing and being into my classroom.

Curriculum Connections:
Promoting mental well-being and the focus on identifying different emotions and strategies for
dealing with these emotions and feelings. Recognizing the importance of showing emotions and
understanding it is okay to take breaks and identifying ways to care for oneself while at school,
such as drinking enough water, stretching and flexible seating options- Some students may need
to stand up during lessons and this is okay!

Key resources + Living Local Connection (Social worker):

O’Neil, L., George, S., Wagg, J., (n.d). Trauma-Informed Classroom Strategies.
http://blogs.sd41.bc.ca/sel/files/2018/10/classroom-strategies-manual-linda-oneill.pdf
The Trauma Toolkit (2013). Manitoba Trauma Information and Education Centre. http://trauma-
informed.ca/wp-content/uploads/2013/10/Trauma-informed_Toolkit.pdf
Local Living:
● Have a safe space where anyone can go to calm down (for some students this might not
be in the classroom. Know each student’s safe space and safe person- who can they
connect with? Create break cards and provide choice
● Bring challenges/struggles to school based team meetings- ask questions on how you
can best support individual students
● Try to stay connected with what is happening at home- what are they seeing?

Post practicum reflection:

● Work on avoiding power struggles with students = many students who have experienced
trauma will try to seek out opportunities to control their environment as a way to protect
themselves and behaviour ultimately tends to deteriorate when students feel out of control
● I did not get to do everything I planned for practicum as I only had 3 students come in
face to face and many did not show up online. My main takeaways were to do daily
check-ins, focus on making connections and building relationships, providing student
choice and ownership, and focus on social-emotional and mental well-being

New questions:
Ways to teach mental well-being online?
How to build relationships/connections online and hold onto these connections?