![\"Man](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/06145311\/Trauma-300x300.png\")
By Sander van der Wel; CC License By: 2.0 https:\/\/commons.wikimedia.org\/wiki\/File:Depressed_(4649749639).jpg[\/caption]\r\n\r\nYou can now see how many factors combine to create each unique student that you will teach, as well as how challenging it can be to meet the needs of such a variety of learners.\u00a0 Another issue of which new teachers should be aware is that of childhood trauma.\u00a0 While there is enough information on this topic to fill its own textbook, having a brief overview of the information will be beneficial to your understanding of working with a diverse array of students.\r\nHow Trauma Affects the Brain<\/h2>\r\n![\"Woman](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/06145458\/woman-face-bullying-stress-shame.png\")
\r\n\r\nThere is no shortage of information regarding how trauma affects brain development, but very basically, \u201cwhen a stressful experience (such as being abused, neglected, or bullied) overwhelms the child\u2019s natural ability to cope\u201d this can cause a \u201cflight, fight or freeze\u201d response.\u00a0 This response results in changes in the body, including an accelerated heart rate and higher blood pressure.\u00a0 This also results in changes in how the brain \u201cperceives and responds to the world\u201d. The result of this can be that the \u201ctrauma interferes with normal development and can have long lasting effects\u201d (above information from Child Welfare Information Gateway, 2014, p. 2).\r\nHow Trauma Affects Learning and Classroom Environment<\/strong><\/h2>\r\nWhat is the likelihood that you will have students in your classroom who are dealing with trauma related incidents?\u00a0 According to the National Child Traumatic Stress Network (n.d.), More than two-thirds of children reported at least one traumatic event by the age of sixteen.\u00a0 I would say that your chances are quite good that you will encounter students facing these issues.\r\n\r\nA variety of learning related tasks are affected by trauma.\u00a0 Students who have experienced trauma may have difficulty regulating emotions.\u00a0 They may have impaired cognitive functions.\u00a0 The ability or organize material sequentially may be difficult.\u00a0 Transitions may be problematic.\u00a0 Problem solving might be hard.\u00a0 They may be self-protective, easily frustrated, and have inconsistent moods.\u00a0 This is just a brief non-inclusive list of some of the ways in which your classroom could be impacted by students with a background of child trauma.\r\nMaslow vs. Blooms<\/strong><\/h2>\r\nIn a previous chapter, you learned about Bloom\u2019s Taxonomy of Learning, which guides teachers in the creation of excellent learning experiences.\u00a0 In psychology, you may have heard about Maslow\u2019s Hierarchy of needs (represented below).\r\n\r\n![\"Maslow's](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/06145705\/Blooms.png\")
\r\n\r\nLook this over carefully.\u00a0 Now go back and look at Bloom\u2019s Taxonomy?\r\n\r\nReflection:\u00a0 Can you see any issue with trying to do both at the same time?\u00a0 Which should come first? What does the above depiction say to you about your students and your classroom?\r\n\r\nRead the following and then think about how this might play out in your future classroom.\r\n\r\n \t- At the base of the pyramid are all of the physiological needs that are necessary for survival. These are followed by basic needs for security and safety, the need to be loved and to have a sense of belonging, and the need to have self-worth and confidence. The top tier of the pyramid is self-actualization, which is a need that essentially equates to achieving one\u2019s full potential, and it can only be realized when needs lower on the pyramid have been met. According to Maslow (1943), one must satisfy lower-level needs before addressing those needs that occur higher in the pyramid. So, for example, if someone is struggling to find enough food to meet his nutritional requirements, it is quite unlikely that he would spend an inordinate amount of time thinking about whether others viewed him as a good person or not. Instead, all of his energies would be geared toward finding something to eat.<\/li>\r\n<\/ul>\r\n
Trauma Informed Practice<\/h2>\r\nSome students can exhibit difficult behaviors because of their backgrounds while some will not.\u00a0 All of them need to be understood and supported.\u00a0 According to the Substance Abuse for Mental Health Administration (2014), the components of trauma-informed care consist of the creation of a safe environment, supporting and teaching emotional regulation and building relationships and connectedness. Knowing your student is vital.\u00a0 Trying to understand your students\u2019 triggers is also of key importance.\u00a0 Remember always that they are not trying to push your buttons (We Are Teachers Staff, 2018).\u00a0 Their behaviors are often reactions to being triggered by something (such as a loud noise or yelling).\u00a0 The primary function of the triggered response is to help the child achieve safety in the face of perceived danger.\u00a0 Seek first to understand the child's behavior and change your thinking from \u201cwhat is wrong with this student?\u201d to \u201cwhat has this student been through?\u201d (Bashant, 2016).\r\n\r\nIf relationship building, support, understanding and the creation of a safe environment are key to working with your students, what doesn\u2019t work is equally apparent.\u00a0 Sadly, it is often the first thing educators turn to when these behaviors appear.\u00a0 The research is clear that punishment of this behavior not only does not work, it is highly detrimental to the student.\u00a0 According to NEA Today (2016), because traumatic experiences directly shape your students\u2019 brains, the disruptive behavior that is witnessed and often punished isn\u2019t willful disobedience or defiance, but a subconscious effort to self-protect.\u00a0 Their altered brains are screaming:\u00a0 Flight!\u00a0 Flee!\u00a0 Freeze!\u00a0 Their goal is to be safe.\u00a0 Respond in ways that help to make your students feel connected and safe first, and then revisit possible consequences for any broken rules.\r\n\r\nStarr Commonweath Chief Clinical Officer, Dr. Caelan Soma (2018) offered these tips for understanding and working with students who have experienced trauma.\r\n\r\n \t- They are not trying to push your buttons.<\/li>\r\n \t
- They worry about what is going to happen next.<\/li>\r\n \t
- Even if the situation doesn\u2019t seem that bad to you, it is how the child feels that matters, not how you feel.<\/li>\r\n \t
- Trauma does not always have to be associated with violence<\/li>\r\n \t
- You don\u2019t need to know how the trauma was caused to be able to help.<\/li>\r\n \t
- They need to feel that they are good at something and that they can have a positive influence on the world.<\/li>\r\n \t
- There is a direct connection between stress and learning.<\/li>\r\n \t
- Self-regulation is a challenge.<\/li>\r\n \t
- You can ask kids directly what you can do to help them make it through the day.<\/li>\r\n \t
- Be supportive of students with trauma even when they are outside of your classroom.<\/li>\r\n<\/ol>\r\n(for more information, the link to the above article is located in the teacher references section).\r\n\r\nThere are numerous videos, books, and articles regarding trauma informed best practices.\u00a0 At the end of this chapter, there is a link to the National Child Traumatic Stress Networks Child Trauma Toolkit for Educators.\u00a0 This free and easy to download resource has numerous tips and suggestions for teachers.\r\n
Social Emotional Learning<\/strong><\/h2>\r\n![\"When](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/06150300\/Emotions.png\")
\r\n\r\nSocial emotional learning (SEL) has become part of many states\u2019 educational missions, including New York.\u00a0 SEL can be defined as \u201cthe process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for other, establish and maintain positive relationships and make responsible decisions\u201d (Collaborative for Academic, Social and Emotional Learning, 2015, para. 1 as cited in NYSED, 2018) p. 6).\u00a0 Five core social emotional competencies were created as a framework for SEL (Collaborative for Academic, Social and Emotional Learning (CASEL) 2017).\u00a0 These are:\r\n\r\n![\"This](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/06150409\/Selfawareness.png\")
\r\n\r\nAccording to the New York State Education Department (2018) \u201cextensive research indicates that effective mastery of social emotional competencies is associated with greater well-being and better school performance; whereas the lack of competency in these areas can lead to a variety of personal, social and academic issues\u201d (p. 6). Because of this, New York State Education Department development social emotional learning benchmarks to serve as a guide for educators in the state.\u00a0 The goals of the SEL benchmarks for New York State schools are:\r\n\r\n \t- Develop self-awareness and self-management skills essential to success in school and in life.<\/li>\r\n \t
- Use social awareness and interpersonal skills to establish and maintain positive relationships.<\/li>\r\n \t
- Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. (NYSED.gov, 2018).<\/li>\r\n<\/ol>\r\nTo learn more about NYSED\u2019s position on SEL, you can find the document online (see resources link at the end of the chapter).\r\n\r\n
![\"\"](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/07150139\/Picture11.png\")
\r\n\r\nThe goal of introducing SEL into the daily activities on a school is, in part, foster a more positive school climate.\u00a0 Additionally, SEL can help children gain skills needed to succeed in school, in the workplace and in life (www.cfcchildren.org<\/a>).\u00a0 According to CASEL, SEL works, and leads to increased academic achievement and improved behavior (casel.org, 2018).\r\nBuilding Relationships<\/h2>\r\nOver the course of your education to become a teacher you will most likely hear a lot about the value of forming good relationships with your students.\u00a0 It may sound like a \u201cno-brainer\u201d, but its importance cannot be overstated.\u00a0 According to the Room 241 Team (Concordia University Portland, 2018), \u201c...for children who have been affected by trauma, strong connections are vital.\u00a0 Rich relationships with teachers help children form the foundations of resilience\u201d (para. 3).\u00a0 Venet (2018) echoed the value of relationship building as part of the delicate balancing act of working with trauma-affected students.\u00a0 The author stated that \u201c...students who have experienced trauma, start by flipping traditional classroom paradigm: Relationships have to come before content...\u201d (para. 6).\u00a0 The more you know and understand your students, the better.\r\n\r\n![\"\"](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3347\/2019\/08\/07150212\/Picture12.png\")
\r\n\r\nConnell (2016) suggested ten ways that a teacher can build relationships with their students:\r\n\r\n \t- Greet each student every day with both a hello and a good-bye.<\/li>\r\n \t
- Use letters and questionnaires to help you find out about your students.<\/li>\r\n \t
- Get parent input if you can.<\/li>\r\n \t
- Appeal to your students\u2019 interests.<\/li>\r\n \t
- Speak to students with respect.<\/li>\r\n \t
- Attend outside activities.<\/li>\r\n \t
- Let students inside your world (with appropriate boundaries, of course).<\/li>\r\n \t
- Let your students have a voice.<\/li>\r\n \t
- Be real.<\/li>\r\n \t
- Trust that they will all do great things.<\/li>\r\n<\/ol>\r\nThis teacher from North Carolina has a unique way of beginning each class: (USA Today, Moments that Give us Hope (2017).\r\n\r\nhttps:\/\/youtu.be\/4JueNr1e0H4\r\n\r\nAs you move forward in your education, be sure to always remember the importance of listening.\u00a0 So many students are not listened to at home.\u00a0 People are distracted.\u00a0 Do your best to have your students feel heard and valued.\u00a0 It can make all the difference in the world.\r\n\r\nhttps:\/\/youtu.be\/vpFG6mNAkAc\r\n\r\n-America\u2019s Promise Alliance, 2015\r\n\r\nSummary<\/strong>\r\n\r\nEvery year teachers will meet new groups of students.\u00a0 Every class will be a unique combination of individuals.\u00a0 They will vary by many factors related to diversity.\u00a0 They will have different temperaments and learning styles.\u00a0 Their motivation levels won\u2019t all be the same.\u00a0 Some will have experienced many childhood traumas, while some will have experienced few or none.\u00a0 Their experience and maturity in relation to social emotional learning will differ as well.\u00a0 However, one thing will remain constant.\u00a0 Your students will do best in a positive environment where mutual respect is fostered.\u00a0 Strong teacher-student relationships are the cornerstone of these classrooms.\u00a0 Having knowledge about yourself, child development and differentiated instruction will help you to have a greater understanding of your students.\u00a0 You will be learning this as you move forward in your education.\u00a0 What you cannot be taught is to care about forging these relationships in the first place.\u00a0 That must already be a part of who you are.\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
Maslow vs. Blooms<\/strong><\/h2>\r\nIn a previous chapter, you learned about Bloom\u2019s Taxonomy of Learning, which guides teachers in the creation of excellent learning experiences.\u00a0 In psychology, you may have heard about Maslow\u2019s Hierarchy of needs (represented below).\r\n\r\n\r\n\r\nLook this over carefully.\u00a0 Now go back and look at Bloom\u2019s Taxonomy?\r\n\r\nReflection:\u00a0 Can you see any issue with trying to do both at the same time?\u00a0 Which should come first? What does the above depiction say to you about your students and your classroom?\r\n\r\nRead the following and then think about how this might play out in your future classroom.\r\n\r\n \t- At the base of the pyramid are all of the physiological needs that are necessary for survival. These are followed by basic needs for security and safety, the need to be loved and to have a sense of belonging, and the need to have self-worth and confidence. The top tier of the pyramid is self-actualization, which is a need that essentially equates to achieving one\u2019s full potential, and it can only be realized when needs lower on the pyramid have been met. According to Maslow (1943), one must satisfy lower-level needs before addressing those needs that occur higher in the pyramid. So, for example, if someone is struggling to find enough food to meet his nutritional requirements, it is quite unlikely that he would spend an inordinate amount of time thinking about whether others viewed him as a good person or not. Instead, all of his energies would be geared toward finding something to eat.<\/li>\r\n<\/ul>\r\n
Trauma Informed Practice<\/h2>\r\nSome students can exhibit difficult behaviors because of their backgrounds while some will not.\u00a0 All of them need to be understood and supported.\u00a0 According to the Substance Abuse for Mental Health Administration (2014), the components of trauma-informed care consist of the creation of a safe environment, supporting and teaching emotional regulation and building relationships and connectedness. Knowing your student is vital.\u00a0 Trying to understand your students\u2019 triggers is also of key importance.\u00a0 Remember always that they are not trying to push your buttons (We Are Teachers Staff, 2018).\u00a0 Their behaviors are often reactions to being triggered by something (such as a loud noise or yelling).\u00a0 The primary function of the triggered response is to help the child achieve safety in the face of perceived danger.\u00a0 Seek first to understand the child's behavior and change your thinking from \u201cwhat is wrong with this student?\u201d to \u201cwhat has this student been through?\u201d (Bashant, 2016).\r\n\r\nIf relationship building, support, understanding and the creation of a safe environment are key to working with your students, what doesn\u2019t work is equally apparent.\u00a0 Sadly, it is often the first thing educators turn to when these behaviors appear.\u00a0 The research is clear that punishment of this behavior not only does not work, it is highly detrimental to the student.\u00a0 According to NEA Today (2016), because traumatic experiences directly shape your students\u2019 brains, the disruptive behavior that is witnessed and often punished isn\u2019t willful disobedience or defiance, but a subconscious effort to self-protect.\u00a0 Their altered brains are screaming:\u00a0 Flight!\u00a0 Flee!\u00a0 Freeze!\u00a0 Their goal is to be safe.\u00a0 Respond in ways that help to make your students feel connected and safe first, and then revisit possible consequences for any broken rules.\r\n\r\nStarr Commonweath Chief Clinical Officer, Dr. Caelan Soma (2018) offered these tips for understanding and working with students who have experienced trauma.\r\n\r\n \t- They are not trying to push your buttons.<\/li>\r\n \t
- They worry about what is going to happen next.<\/li>\r\n \t
- Even if the situation doesn\u2019t seem that bad to you, it is how the child feels that matters, not how you feel.<\/li>\r\n \t
- Trauma does not always have to be associated with violence<\/li>\r\n \t
- You don\u2019t need to know how the trauma was caused to be able to help.<\/li>\r\n \t
- They need to feel that they are good at something and that they can have a positive influence on the world.<\/li>\r\n \t
- There is a direct connection between stress and learning.<\/li>\r\n \t
- Self-regulation is a challenge.<\/li>\r\n \t
- You can ask kids directly what you can do to help them make it through the day.<\/li>\r\n \t
- Be supportive of students with trauma even when they are outside of your classroom.<\/li>\r\n<\/ol>\r\n(for more information, the link to the above article is located in the teacher references section).\r\n\r\nThere are numerous videos, books, and articles regarding trauma informed best practices.\u00a0 At the end of this chapter, there is a link to the National Child Traumatic Stress Networks Child Trauma Toolkit for Educators.\u00a0 This free and easy to download resource has numerous tips and suggestions for teachers.\r\n
Social Emotional Learning<\/strong><\/h2>\r\n\r\n\r\nSocial emotional learning (SEL) has become part of many states\u2019 educational missions, including New York.\u00a0 SEL can be defined as \u201cthe process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for other, establish and maintain positive relationships and make responsible decisions\u201d (Collaborative for Academic, Social and Emotional Learning, 2015, para. 1 as cited in NYSED, 2018) p. 6).\u00a0 Five core social emotional competencies were created as a framework for SEL (Collaborative for Academic, Social and Emotional Learning (CASEL) 2017).\u00a0 These are:\r\n\r\n\r\n\r\nAccording to the New York State Education Department (2018) \u201cextensive research indicates that effective mastery of social emotional competencies is associated with greater well-being and better school performance; whereas the lack of competency in these areas can lead to a variety of personal, social and academic issues\u201d (p. 6). Because of this, New York State Education Department development social emotional learning benchmarks to serve as a guide for educators in the state.\u00a0 The goals of the SEL benchmarks for New York State schools are:\r\n\r\n \t- Develop self-awareness and self-management skills essential to success in school and in life.<\/li>\r\n \t
- Use social awareness and interpersonal skills to establish and maintain positive relationships.<\/li>\r\n \t
- Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. (NYSED.gov, 2018).<\/li>\r\n<\/ol>\r\nTo learn more about NYSED\u2019s position on SEL, you can find the document online (see resources link at the end of the chapter).\r\n\r\n\r\n\r\nThe goal of introducing SEL into the daily activities on a school is, in part, foster a more positive school climate.\u00a0 Additionally, SEL can help children gain skills needed to succeed in school, in the workplace and in life (www.cfcchildren.org<\/a>).\u00a0 According to CASEL, SEL works, and leads to increased academic achievement and improved behavior (casel.org, 2018).\r\n
Building Relationships<\/h2>\r\nOver the course of your education to become a teacher you will most likely hear a lot about the value of forming good relationships with your students.\u00a0 It may sound like a \u201cno-brainer\u201d, but its importance cannot be overstated.\u00a0 According to the Room 241 Team (Concordia University Portland, 2018), \u201c...for children who have been affected by trauma, strong connections are vital.\u00a0 Rich relationships with teachers help children form the foundations of resilience\u201d (para. 3).\u00a0 Venet (2018) echoed the value of relationship building as part of the delicate balancing act of working with trauma-affected students.\u00a0 The author stated that \u201c...students who have experienced trauma, start by flipping traditional classroom paradigm: Relationships have to come before content...\u201d (para. 6).\u00a0 The more you know and understand your students, the better.\r\n\r\n\r\n\r\nConnell (2016) suggested ten ways that a teacher can build relationships with their students:\r\n\r\n \t- Greet each student every day with both a hello and a good-bye.<\/li>\r\n \t
- Use letters and questionnaires to help you find out about your students.<\/li>\r\n \t
- Get parent input if you can.<\/li>\r\n \t
- Appeal to your students\u2019 interests.<\/li>\r\n \t
- Speak to students with respect.<\/li>\r\n \t
- Attend outside activities.<\/li>\r\n \t
- Let students inside your world (with appropriate boundaries, of course).<\/li>\r\n \t
- Let your students have a voice.<\/li>\r\n \t
- Be real.<\/li>\r\n \t
- Trust that they will all do great things.<\/li>\r\n<\/ol>\r\nThis teacher from North Carolina has a unique way of beginning each class: (USA Today, Moments that Give us Hope (2017).\r\n\r\nhttps:\/\/youtu.be\/4JueNr1e0H4\r\n\r\nAs you move forward in your education, be sure to always remember the importance of listening.\u00a0 So many students are not listened to at home.\u00a0 People are distracted.\u00a0 Do your best to have your students feel heard and valued.\u00a0 It can make all the difference in the world.\r\n\r\nhttps:\/\/youtu.be\/vpFG6mNAkAc\r\n\r\n-America\u2019s Promise Alliance, 2015\r\n\r\nSummary<\/strong>\r\n\r\nEvery year teachers will meet new groups of students.\u00a0 Every class will be a unique combination of individuals.\u00a0 They will vary by many factors related to diversity.\u00a0 They will have different temperaments and learning styles.\u00a0 Their motivation levels won\u2019t all be the same.\u00a0 Some will have experienced many childhood traumas, while some will have experienced few or none.\u00a0 Their experience and maturity in relation to social emotional learning will differ as well.\u00a0 However, one thing will remain constant.\u00a0 Your students will do best in a positive environment where mutual respect is fostered.\u00a0 Strong teacher-student relationships are the cornerstone of these classrooms.\u00a0 Having knowledge about yourself, child development and differentiated instruction will help you to have a greater understanding of your students.\u00a0 You will be learning this as you move forward in your education.\u00a0 What you cannot be taught is to care about forging these relationships in the first place.\u00a0 That must already be a part of who you are.\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
Trauma Informed Practice<\/h2>\r\nSome students can exhibit difficult behaviors because of their backgrounds while some will not.\u00a0 All of them need to be understood and supported.\u00a0 According to the Substance Abuse for Mental Health Administration (2014), the components of trauma-informed care consist of the creation of a safe environment, supporting and teaching emotional regulation and building relationships and connectedness. Knowing your student is vital.\u00a0 Trying to understand your students\u2019 triggers is also of key importance.\u00a0 Remember always that they are not trying to push your buttons (We Are Teachers Staff, 2018).\u00a0 Their behaviors are often reactions to being triggered by something (such as a loud noise or yelling).\u00a0 The primary function of the triggered response is to help the child achieve safety in the face of perceived danger.\u00a0 Seek first to understand the child's behavior and change your thinking from \u201cwhat is wrong with this student?\u201d to \u201cwhat has this student been through?\u201d (Bashant, 2016).\r\n\r\nIf relationship building, support, understanding and the creation of a safe environment are key to working with your students, what doesn\u2019t work is equally apparent.\u00a0 Sadly, it is often the first thing educators turn to when these behaviors appear.\u00a0 The research is clear that punishment of this behavior not only does not work, it is highly detrimental to the student.\u00a0 According to NEA Today (2016), because traumatic experiences directly shape your students\u2019 brains, the disruptive behavior that is witnessed and often punished isn\u2019t willful disobedience or defiance, but a subconscious effort to self-protect.\u00a0 Their altered brains are screaming:\u00a0 Flight!\u00a0 Flee!\u00a0 Freeze!\u00a0 Their goal is to be safe.\u00a0 Respond in ways that help to make your students feel connected and safe first, and then revisit possible consequences for any broken rules.\r\n\r\nStarr Commonweath Chief Clinical Officer, Dr. Caelan Soma (2018) offered these tips for understanding and working with students who have experienced trauma.\r\n\r\n \t- They are not trying to push your buttons.<\/li>\r\n \t
- They worry about what is going to happen next.<\/li>\r\n \t
- Even if the situation doesn\u2019t seem that bad to you, it is how the child feels that matters, not how you feel.<\/li>\r\n \t
- Trauma does not always have to be associated with violence<\/li>\r\n \t
- You don\u2019t need to know how the trauma was caused to be able to help.<\/li>\r\n \t
- They need to feel that they are good at something and that they can have a positive influence on the world.<\/li>\r\n \t
- There is a direct connection between stress and learning.<\/li>\r\n \t
- Self-regulation is a challenge.<\/li>\r\n \t
- You can ask kids directly what you can do to help them make it through the day.<\/li>\r\n \t
- Be supportive of students with trauma even when they are outside of your classroom.<\/li>\r\n<\/ol>\r\n(for more information, the link to the above article is located in the teacher references section).\r\n\r\nThere are numerous videos, books, and articles regarding trauma informed best practices.\u00a0 At the end of this chapter, there is a link to the National Child Traumatic Stress Networks Child Trauma Toolkit for Educators.\u00a0 This free and easy to download resource has numerous tips and suggestions for teachers.\r\n
Social Emotional Learning<\/strong><\/h2>\r\n\r\n\r\nSocial emotional learning (SEL) has become part of many states\u2019 educational missions, including New York.\u00a0 SEL can be defined as \u201cthe process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for other, establish and maintain positive relationships and make responsible decisions\u201d (Collaborative for Academic, Social and Emotional Learning, 2015, para. 1 as cited in NYSED, 2018) p. 6).\u00a0 Five core social emotional competencies were created as a framework for SEL (Collaborative for Academic, Social and Emotional Learning (CASEL) 2017).\u00a0 These are:\r\n\r\n\r\n\r\nAccording to the New York State Education Department (2018) \u201cextensive research indicates that effective mastery of social emotional competencies is associated with greater well-being and better school performance; whereas the lack of competency in these areas can lead to a variety of personal, social and academic issues\u201d (p. 6). Because of this, New York State Education Department development social emotional learning benchmarks to serve as a guide for educators in the state.\u00a0 The goals of the SEL benchmarks for New York State schools are:\r\n\r\n \t- Develop self-awareness and self-management skills essential to success in school and in life.<\/li>\r\n \t
- Use social awareness and interpersonal skills to establish and maintain positive relationships.<\/li>\r\n \t
- Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. (NYSED.gov, 2018).<\/li>\r\n<\/ol>\r\nTo learn more about NYSED\u2019s position on SEL, you can find the document online (see resources link at the end of the chapter).\r\n\r\n\r\n\r\nThe goal of introducing SEL into the daily activities on a school is, in part, foster a more positive school climate.\u00a0 Additionally, SEL can help children gain skills needed to succeed in school, in the workplace and in life (www.cfcchildren.org<\/a>).\u00a0 According to CASEL, SEL works, and leads to increased academic achievement and improved behavior (casel.org, 2018).\r\n
Building Relationships<\/h2>\r\nOver the course of your education to become a teacher you will most likely hear a lot about the value of forming good relationships with your students.\u00a0 It may sound like a \u201cno-brainer\u201d, but its importance cannot be overstated.\u00a0 According to the Room 241 Team (Concordia University Portland, 2018), \u201c...for children who have been affected by trauma, strong connections are vital.\u00a0 Rich relationships with teachers help children form the foundations of resilience\u201d (para. 3).\u00a0 Venet (2018) echoed the value of relationship building as part of the delicate balancing act of working with trauma-affected students.\u00a0 The author stated that \u201c...students who have experienced trauma, start by flipping traditional classroom paradigm: Relationships have to come before content...\u201d (para. 6).\u00a0 The more you know and understand your students, the better.\r\n\r\n\r\n\r\nConnell (2016) suggested ten ways that a teacher can build relationships with their students:\r\n\r\n \t- Greet each student every day with both a hello and a good-bye.<\/li>\r\n \t
- Use letters and questionnaires to help you find out about your students.<\/li>\r\n \t
- Get parent input if you can.<\/li>\r\n \t
- Appeal to your students\u2019 interests.<\/li>\r\n \t
- Speak to students with respect.<\/li>\r\n \t
- Attend outside activities.<\/li>\r\n \t
- Let students inside your world (with appropriate boundaries, of course).<\/li>\r\n \t
- Let your students have a voice.<\/li>\r\n \t
- Be real.<\/li>\r\n \t
- Trust that they will all do great things.<\/li>\r\n<\/ol>\r\nThis teacher from North Carolina has a unique way of beginning each class: (USA Today, Moments that Give us Hope (2017).\r\n\r\nhttps:\/\/youtu.be\/4JueNr1e0H4\r\n\r\nAs you move forward in your education, be sure to always remember the importance of listening.\u00a0 So many students are not listened to at home.\u00a0 People are distracted.\u00a0 Do your best to have your students feel heard and valued.\u00a0 It can make all the difference in the world.\r\n\r\nhttps:\/\/youtu.be\/vpFG6mNAkAc\r\n\r\n-America\u2019s Promise Alliance, 2015\r\n\r\nSummary<\/strong>\r\n\r\nEvery year teachers will meet new groups of students.\u00a0 Every class will be a unique combination of individuals.\u00a0 They will vary by many factors related to diversity.\u00a0 They will have different temperaments and learning styles.\u00a0 Their motivation levels won\u2019t all be the same.\u00a0 Some will have experienced many childhood traumas, while some will have experienced few or none.\u00a0 Their experience and maturity in relation to social emotional learning will differ as well.\u00a0 However, one thing will remain constant.\u00a0 Your students will do best in a positive environment where mutual respect is fostered.\u00a0 Strong teacher-student relationships are the cornerstone of these classrooms.\u00a0 Having knowledge about yourself, child development and differentiated instruction will help you to have a greater understanding of your students.\u00a0 You will be learning this as you move forward in your education.\u00a0 What you cannot be taught is to care about forging these relationships in the first place.\u00a0 That must already be a part of who you are.\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
Social Emotional Learning<\/strong><\/h2>\r\n\r\n\r\nSocial emotional learning (SEL) has become part of many states\u2019 educational missions, including New York.\u00a0 SEL can be defined as \u201cthe process through which children, youth, and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for other, establish and maintain positive relationships and make responsible decisions\u201d (Collaborative for Academic, Social and Emotional Learning, 2015, para. 1 as cited in NYSED, 2018) p. 6).\u00a0 Five core social emotional competencies were created as a framework for SEL (Collaborative for Academic, Social and Emotional Learning (CASEL) 2017).\u00a0 These are:\r\n\r\n\r\n\r\nAccording to the New York State Education Department (2018) \u201cextensive research indicates that effective mastery of social emotional competencies is associated with greater well-being and better school performance; whereas the lack of competency in these areas can lead to a variety of personal, social and academic issues\u201d (p. 6). Because of this, New York State Education Department development social emotional learning benchmarks to serve as a guide for educators in the state.\u00a0 The goals of the SEL benchmarks for New York State schools are:\r\n\r\n \t- Develop self-awareness and self-management skills essential to success in school and in life.<\/li>\r\n \t
- Use social awareness and interpersonal skills to establish and maintain positive relationships.<\/li>\r\n \t
- Demonstrate ethical decision-making skills and responsible behaviors in personal, school, and community contexts. (NYSED.gov, 2018).<\/li>\r\n<\/ol>\r\nTo learn more about NYSED\u2019s position on SEL, you can find the document online (see resources link at the end of the chapter).\r\n\r\n\r\n\r\nThe goal of introducing SEL into the daily activities on a school is, in part, foster a more positive school climate.\u00a0 Additionally, SEL can help children gain skills needed to succeed in school, in the workplace and in life (www.cfcchildren.org<\/a>).\u00a0 According to CASEL, SEL works, and leads to increased academic achievement and improved behavior (casel.org, 2018).\r\n
Building Relationships<\/h2>\r\nOver the course of your education to become a teacher you will most likely hear a lot about the value of forming good relationships with your students.\u00a0 It may sound like a \u201cno-brainer\u201d, but its importance cannot be overstated.\u00a0 According to the Room 241 Team (Concordia University Portland, 2018), \u201c...for children who have been affected by trauma, strong connections are vital.\u00a0 Rich relationships with teachers help children form the foundations of resilience\u201d (para. 3).\u00a0 Venet (2018) echoed the value of relationship building as part of the delicate balancing act of working with trauma-affected students.\u00a0 The author stated that \u201c...students who have experienced trauma, start by flipping traditional classroom paradigm: Relationships have to come before content...\u201d (para. 6).\u00a0 The more you know and understand your students, the better.\r\n\r\n\r\n\r\nConnell (2016) suggested ten ways that a teacher can build relationships with their students:\r\n\r\n \t- Greet each student every day with both a hello and a good-bye.<\/li>\r\n \t
- Use letters and questionnaires to help you find out about your students.<\/li>\r\n \t
- Get parent input if you can.<\/li>\r\n \t
- Appeal to your students\u2019 interests.<\/li>\r\n \t
- Speak to students with respect.<\/li>\r\n \t
- Attend outside activities.<\/li>\r\n \t
- Let students inside your world (with appropriate boundaries, of course).<\/li>\r\n \t
- Let your students have a voice.<\/li>\r\n \t
- Be real.<\/li>\r\n \t
- Trust that they will all do great things.<\/li>\r\n<\/ol>\r\nThis teacher from North Carolina has a unique way of beginning each class: (USA Today, Moments that Give us Hope (2017).\r\n\r\nhttps:\/\/youtu.be\/4JueNr1e0H4\r\n\r\nAs you move forward in your education, be sure to always remember the importance of listening.\u00a0 So many students are not listened to at home.\u00a0 People are distracted.\u00a0 Do your best to have your students feel heard and valued.\u00a0 It can make all the difference in the world.\r\n\r\nhttps:\/\/youtu.be\/vpFG6mNAkAc\r\n\r\n-America\u2019s Promise Alliance, 2015\r\n\r\nSummary<\/strong>\r\n\r\nEvery year teachers will meet new groups of students.\u00a0 Every class will be a unique combination of individuals.\u00a0 They will vary by many factors related to diversity.\u00a0 They will have different temperaments and learning styles.\u00a0 Their motivation levels won\u2019t all be the same.\u00a0 Some will have experienced many childhood traumas, while some will have experienced few or none.\u00a0 Their experience and maturity in relation to social emotional learning will differ as well.\u00a0 However, one thing will remain constant.\u00a0 Your students will do best in a positive environment where mutual respect is fostered.\u00a0 Strong teacher-student relationships are the cornerstone of these classrooms.\u00a0 Having knowledge about yourself, child development and differentiated instruction will help you to have a greater understanding of your students.\u00a0 You will be learning this as you move forward in your education.\u00a0 What you cannot be taught is to care about forging these relationships in the first place.\u00a0 That must already be a part of who you are.\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
\r\n\r\nThe goal of introducing SEL into the daily activities on a school is, in part, foster a more positive school climate.\u00a0 Additionally, SEL can help children gain skills needed to succeed in school, in the workplace and in life (www.cfcchildren.org<\/a>).\u00a0 According to CASEL, SEL works, and leads to increased academic achievement and improved behavior (casel.org, 2018).\r\nBuilding Relationships<\/h2>\r\nOver the course of your education to become a teacher you will most likely hear a lot about the value of forming good relationships with your students.\u00a0 It may sound like a \u201cno-brainer\u201d, but its importance cannot be overstated.\u00a0 According to the Room 241 Team (Concordia University Portland, 2018), \u201c...for children who have been affected by trauma, strong connections are vital.\u00a0 Rich relationships with teachers help children form the foundations of resilience\u201d (para. 3).\u00a0 Venet (2018) echoed the value of relationship building as part of the delicate balancing act of working with trauma-affected students.\u00a0 The author stated that \u201c...students who have experienced trauma, start by flipping traditional classroom paradigm: Relationships have to come before content...\u201d (para. 6).\u00a0 The more you know and understand your students, the better.\r\n\r\n\r\n\r\nConnell (2016) suggested ten ways that a teacher can build relationships with their students:\r\n\r\n \t- Greet each student every day with both a hello and a good-bye.<\/li>\r\n \t
- Use letters and questionnaires to help you find out about your students.<\/li>\r\n \t
- Get parent input if you can.<\/li>\r\n \t
- Appeal to your students\u2019 interests.<\/li>\r\n \t
- Speak to students with respect.<\/li>\r\n \t
- Attend outside activities.<\/li>\r\n \t
- Let students inside your world (with appropriate boundaries, of course).<\/li>\r\n \t
- Let your students have a voice.<\/li>\r\n \t
- Be real.<\/li>\r\n \t
- Trust that they will all do great things.<\/li>\r\n<\/ol>\r\nThis teacher from North Carolina has a unique way of beginning each class: (USA Today, Moments that Give us Hope (2017).\r\n\r\nhttps:\/\/youtu.be\/4JueNr1e0H4\r\n\r\nAs you move forward in your education, be sure to always remember the importance of listening.\u00a0 So many students are not listened to at home.\u00a0 People are distracted.\u00a0 Do your best to have your students feel heard and valued.\u00a0 It can make all the difference in the world.\r\n\r\nhttps:\/\/youtu.be\/vpFG6mNAkAc\r\n\r\n-America\u2019s Promise Alliance, 2015\r\n\r\nSummary<\/strong>\r\n\r\nEvery year teachers will meet new groups of students.\u00a0 Every class will be a unique combination of individuals.\u00a0 They will vary by many factors related to diversity.\u00a0 They will have different temperaments and learning styles.\u00a0 Their motivation levels won\u2019t all be the same.\u00a0 Some will have experienced many childhood traumas, while some will have experienced few or none.\u00a0 Their experience and maturity in relation to social emotional learning will differ as well.\u00a0 However, one thing will remain constant.\u00a0 Your students will do best in a positive environment where mutual respect is fostered.\u00a0 Strong teacher-student relationships are the cornerstone of these classrooms.\u00a0 Having knowledge about yourself, child development and differentiated instruction will help you to have a greater understanding of your students.\u00a0 You will be learning this as you move forward in your education.\u00a0 What you cannot be taught is to care about forging these relationships in the first place.\u00a0 That must already be a part of who you are.\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
Additional Resources:<\/h2>\r\n\r\n \t- 10 Things About Childhood Trauma Every Teacher Needs to Know (STARR Commonwealth)\r\n
\r\n \t- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
\r\n \t- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
\r\n \t- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
- \r\n \t
- https:\/\/www.weareteachers.com\/10-things-about-childhood-trauma-every-teacher-needs-to-know\/<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n
- \r\n \t
- https:\/\/www.nctsn.org\/resources\/child-trauma-toolkit-educators<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Benchmarks:\r\n
- \r\n \t
- http:\/\/www.p12.nysed.gov\/sss\/documents\/NYSSELBenchmarks.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- NYSED Social Emotional Learning Information:\r\n
- \r\n \t
- http:\/\/www.p12.nysed.gov\/sss\/documents\/GuideToSystemicWholeSchoolImplementationFINAL.pdf<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
- A great article on trauma informed practices and SEL:\r\n
- NYSED Social Emotional Learning Information:\r\n
- NYSED Social Emotional Benchmarks:\r\n
- A great resource for teachers regarding trauma is the National Child Traumatic Stress Network Child Trauma Toolkit for Educators which can be found and downloaded here:\r\n