The Healing Classroom

 Dearest Gentle Teachers, 

Not all is as it seems behind the polished rows (or groups) of desks and the rustle of notebook pages. For within every classroom lies a collection of untold stories; silent burdens tucked neatly behind shy smiles and downcast eyes. Some students arrive each morning carrying invisible satchels filled not with books and pencils, but or sorrow, upheaval, and worry. Let it be known that trauma-informed teaching does not require us to fill the role of doctor, therapist, or detective. It simply asks us to be what the world so often forgets to be — compassionately human. 

Trauma-Informed Teaching

Trauma-informed teaching is an educational approach that recognizes the presence of trauma in students' lives and seeks to create learning environments that are safe, supportive, and responsive. It is a shift in the mindset where you go from asking "what's wrong with you?" to asking "what happened to you?" and most importantly, "how can I help?" 

Trauma can affect memory, attention, self-regulation, and executive function which are all essential things to a child's ability to learn. To obtain equitable education we must meet the need of all of our students where they are, not where we wish they were. 

Principles of Trauma-Informed Teaching 

1. Safety First

    Students must feel safe in their learning environments for learning to take place. Safety comes in many forms: physical safety, emotional safety, and psychological safety. Things like consistent routines, clear expectations, and a calm, loving presence can go a long way for a child. 

2. Build Trusting Relationships

    This one may sound difficult if you're a middle or high school teacher who sees close to 100 kids or more a day. How can I build these relationships with every student? Start by listening without judgment, be reliable, and celebrate the students strengths and accomplishments (even the minor ones). Positive student-teacher relationships are among the strongest protective factors for children facing adversity (trust me on this one, I know from personal experience. Teachers really make a difference, even if it doesn't feel like it). 

3. Foster Predictability and Choice

    Trauma can often disrupt a person's sense of control in their life. When we offer choices, whether that's seating options, assignment formats, or even how to respond to a prompt, we give students a sense of agency. In a way, we give them that control back in their life. Even in just a small way.

4. Respond, Don't React

    I know we have all heard behavior is communication. That's why babies cry, why toddler's throw fits, and so on. But this still remains true during adolescence. So instead of escalating yourself during these behaviors, try to pause (deep breaths are always beneficial) and reflect. Ask what the student may need in this moment and how you may be able to help them. If they are old enough, it might be extra beneficial to have a one-on-one conversation with them expressing how that behavior makes you feel and alternative ways they may be able to get the things they need without the behavior. Sometimes, they only know how to behave in a way that they have seen their entire life. Most importantly, try your best to respond with empathy and consistency. 

5. Empower and Affirm

    Give your students ample opportunities to succeed and be seen. They may be lacking this at home which can be a reason for some of the behaviors within the classroom. Try to integrate social-emotional learning, validate their diverse identities and experiences, and use language that empowers others rather than puts them down or punishes them. I'm a firm believer that we should tell ourselves positive affirmations daily, which is something I want students to do as well. 

6. Tell Them How You Are Feeling

    I was listening to a couple of first year and second year teachers recently and my peers and I had the chance to ask them questions. One of the second year teachers told us about her pepper wheel and I instantly loves the idea. She has a prize wheel that she doesn't use for prizes, but for letting her students know where she is mood wise. She uses peppers as the categories. So take a jalapeno, just a little spicy but not too bad. That pepper tells students that Ms. G is in a pretty great mood today, she's ready for all of the jokes and just is having a great day. The scale goes all the way up to a Carolina reaper where it tells students that Ms. G just really wants you to come in, do your work, stay on the quieter side, and get through class. She did tell us that is has only been to this level twice in her career. You might be thinking, "why would I tell my students this" or "we need to be in a great mood no matter what for our students." But why do we feel that way? Our students may come from a hostile environment where they have no idea if they are going to get happy mom or angry mom. So why not have a spice wheel? Why not show students that it is okay to have bad days but even on those bad days you still have to show up and give at least 80% of your effort that day. That is what Ms. G is doing. She is showing her students that it is okay to have bad days, that it is okay to tell others that you don't really have the energy today, but it isn't okay to not show up. She comes to work even on her Carolina reaper days because she knows she has a job to do and that is making sure her students know she still cares even on the bad days. Because a lot of our students don't get that from home. 

Simple Strategies to Incorporate into The Everyday Classroom

• Start with daily check-ins or "temperature checks" (kind of like the pepper wheel). 
• Use restorative practices when trying to solve conflicts and issues.
• Incorporate mindfulness or grounding techniques when getting close to tests. 
• Avoid public shaming. 
• Provide access to fidgets and give the students breaks here and there. 
• Make plenty of space for storytelling and/or journaling. Let their voices be heard. 

The Impact = A Classroom That Heals

And so, dear teachers, contrary to the whispers in the halls, trauma-informed teaching is not coddling, it is in fact, clarity. It is not about easing the path, but about clearing the debris that was never meant to be there in the first place. When we lead with care, we do more than educate, we create conditions where every child has a chance to flourish. 

While the world may celebrate test scores and tidy essays, the quiet power of kindness and consistency leaves a far more lasting legacy. A gentle word. A moment of patience. A safe space amid the storm and chaos. These, dear teachers, are the true triumphs of our trade. So we must carry on, not just as teachers, but as architects of belonging. With courage and with compassion, and most importantly — with heart. 

References

Danforth, Laura, et al. “Mitigating RACEsm in K-12 Classrooms: The Consideration of Culturally-Informed                     Adverse Childhood Experiences and Utilization of Culturally Relevant Education and Systemically                     Trauma-Informed Practice.” Journal of Black Studies, vol. 55, no. 8, Nov. 2024, pp. 684–708.                                 EBSCOhost, https://doi-org.proxy.wichita.edu/10.1177/00219347241273116.

Miller, Kyle, and Karen Flint-Stipp. “The Unintended Consequences of Integrating Trauma-Informed Teaching into Teacher Education.” Teaching Education, vol. 35, no. 4, Dec. 2024, pp. 424–42. EBSCOhost, https://doi-org.proxy.wichita.edu/10.1080/10476210.2024.2307360.

Gigi” Hodo Walker, Naomi Grace, and Brian Flaherty. “Cuing Safety in the Law School Classroom: Using a Polyvagal Theory Framework in Support of Trauma-Informed Teaching Practices.” Journal of Law & Education, vol. 53, no. 1, Apr. 2024, pp. 1–48. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=dc3c6282-33c4-3641-8bc9-f2472d4d89fe.

Hitchcock, Laurel Iverson, et al. “Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis.” Journal of Social Work Education, vol. 57, Aug. 2021, pp. 82–98. EBSCOhost, https://doi-org.proxy.wichita.edu/10.1080/10437797.2021.1935369.

Bernand, Jessica. “Trauma Informed Teaching: A Reference Manual.” Online Submission, 1 Dec. 2022. EBSCOhost, research.ebsco.com/linkprocessor/plink?id=98f39e16-8c67-30dd-a24b-f8885bc077bb.