Over the past few years, the number of children displaying symptoms of trauma has increased significantly according to the CDC, the NIH and the American Psychological Association. Mental disturbances among youth that resulted in visits to emergency rooms increased by at least 30% in the US. The collective trauma of the Covid-19 pandemic, a broad social reckoning1, and the increased digital nature of education have also affected teachers and parents. Teachers have had to re-imagine what it means to be an educator in the 21st century. Parents have had to learn how to support new kinds of learning that may seem foreign to them, and youth have had to adapt to the new requirements of being a student.
This sense of an un-stable world can be thought of as trauma-stacking2 for youth previously effected by traumatic events. Fortunately, even before the pandemic, teachers have been a reliable support system for foster and post-adopted youth who present with PTSD symptoms. Some school systems in our community provide teachers with information on recognizing signs of trauma and ways to adapt teaching methods to support these students. Other school systems don’t have the resources to prepare teachers for these specific challenges, but teachers are resourceful. Hilary Manion, a teacher at Zane middle school in Eureka, recounted a student she had early in her career:
One of the first system lapses I noticed was that no one told me about his background. I struggled with him in my class for weeks before someone finally said, “Yes, but did you hear what happened to him?” From that moment on, I approached him from the perspective of, if he stays in my classroom, it was a good day.
She adjusted her expectations for his behavior and focused on keeping him in class despite the interruptions he caused “as long as no other students were at risk.” By the end of the school year Hilary was having positive interactions with this student and the following year she had an opportunity to observe him in a classroom.
He was completing work and seemed happy to see me when I came in. He also seemed proud of the work he was doing. In this case it had almost nothing to do with academics, and everything to do with building a relationship with him.
Trauma-informed teaching at a glance
Trauma-informed teaching considers how trauma impacts learning and behavior.
It takes into account that trauma can slow down or completely stop our a student’s ability to learn.
It understands that youth experiencing trauma are more likely to fall behind in class or get in trouble for behavior issues.
The Crisis Prevention Institute (CPI), an organization that teaches de-escalation techniques in classrooms and workplaces, supports Ms. Manion’s approach. The CPI identify behavior as a “method of communication”. Their de-escalation techniques are based on the understanding that building trust over time is what helps a troubled student learn appropriate behavior modifications. A relationship built on trust and respect effectively shows a student with behavioral challenges that an adult “hears” them and is willing to communicate with them.
To prepare teachers for youth presenting with signs of trauma Garfield Elementary in Freshwater provides their teachers with training on Trauma-informed Teaching. Trauma-informed teaching recognizes that building positive relationships with students will have a big impact. It shifts a teachers focus from “fixing” students to understanding them.
Like High Fidelity Wraparound (the method used by EYS), Trauma-informed teaching supports a culturally responsive approach to analyzing and responding to behavior. It also shares the perspective that each student has potential and that patience is key when helping a young person make changes.
Marcia Brady, a 2nd and 3rd grade teacher at Garfield, suggests using the “Responsive Classroom Discipline Framework.” This approach places an emphasis on developing self-control through intrinsic motivations instead of relying on extrinsic motivations such as rewards or punishment. This framework guides educators in establishing an ongoing curriculum in self-control, group participation, and social emotional development instead of simply reacting to problems when they occur. The Responsive Classroom Framework believes in the potential for children to learn these “soft” skills and in the potential of teachers to teach them.
Trauma-informed communication is:
- Clear, simple, direct
- Genuine, respectful
- Specific rather than general
- Focuses on action, not character
- Shows faith in children’s abilities and potential
Responsive Classroom Discipline Framework Resources
Recognizing the Signs of Trauma in Youth
Recognizing behavior as a reaction to trauma can be difficult. Children respond individually and, depending on age, different behaviors are likely to be exhibited. Pre-school children might experience separation anxiety, crying or screaming, not eating, or having nightmares. Elementary school children might display anxiety, fear, guilt, shame; they might have trouble concentrating or sleeping. And middle and high school teens might feel depressed or lonely, they might develop eating disorders or self-harming behaviors.
Identifying signs of trauma can assist foster and adoptive parents as well as teachers. If you recognize these behaviors in your child reach out to a child or family therapist to help you address them and their causes.
Preschool Children
- Fearing separation from parents or caregivers
- Crying and/or screaming a lot
- Eating poorly and losing weight
- Having nightmares
Elementary School Children
- Becoming anxious or fearful
- Feeling guilt or shame
- Having a hard time concentrating
- Having difficulty sleeping
Middle and High School Children
- Feeling depressed or alone
- Developing eating disorders and self-harming behaviors
- Beginning to abuse alcohol or drugs
- Becoming sexually active
Teachers are important partners in raising today’s young people. Get to know and stay in touch with your child’s teacher(s) to track and coordinate behavior modification strategies. By prioritizing clear communication, understanding, and positive relationships for your child or students, more compassionate and effective learning environments can be created at home and at school. This collective effort involving educators, parents, and your community support system can empower youth in an increasingly complex world.
Trauma-informed Teaching Resources
Shareable Graphics
1 Social reckoning: The “reckoning” aspect involves acknowledging past harms, apologizing, and seeking forgiveness, and establishing accountability so that these behaviors, actions, and policies will never occur again.
2 Trauma stacking: Stress, Uncertainty and Trauma Stacking, Suzi Pomerantz MT
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