Creating Trauma Sensitive Learning Environments
Every single one of us experiences stress. Although some amount of stress can be healthy for us, too much can be toxic. Healthy stress, such as eustress helps to maintain our motivation and drive. When we are faced with a challenge that we know we can overcome by leveraging our strengths and then encounter incremental success, we will experience eustress–– the motivation to persevere.
Feeling distressed, on the other hand, can cause us to shut down or even experience a fight, flight or freeze response. In comparison, if the workload or challenge is perceived as too heavy, we will experience feelings of distress. If we’re feeling distress, it is likely that we lack the resources, time, or skills to accomplish the task.
Varying Levels and Effect of Stress
As educators, I’m certain that we can relate to both types of stress. We know that there are times in which we are 100% driven to accomplish a goal, while other times we feel that we can’t even get a thought out. Stepping back and reassessing our priorities is critical. Our students, too, experience varying levels of stress. Although we know our learners, we don’t necessarily know what they may have experienced the night prior or just that morning–– or within their lifetime. We may not always be cognizant of our student’s stressors if we ourselves are feeling overwhelmed. It’s likely that some of our students even face forms of tolerable stress at home; experiences that cause a heightened alert response, but is time limited and buffered by a caring adult. Examples may include divorce or death of a loved one. If the stress is buffered by a caring and supportive adult who helps the child learn to cope, the child is more likely to develop resilience. Unfortunately, more and more children are experiencing toxic stress which is the most chronic form of stress. Toxic stress can disrupt brain development, cause cognitive impairment, and even disease.
Recently, I had the opportunity to learn more about Adverse Childhood Experiences, also known as ACE. ACEs are identified through a screening process. At the conclusion of being screened, individuals total their ACE score. Those who score four or higher on the screening have an increased likelihood of developing chronic diseases and face greater challenges in life. To learn more about the study and find your own ACE score, I encourage you to read, Got Your ACE, Resilience Score?
The documentary film, Resilience, details the effects of toxic stress–– stress that is caused from childhood trauma and can lead to chronic diseases including, but not limited to, obesity, heart disease, depression and anxiety. Toxic stress has been linked to suicide, alcohol abuse, smoking, shorter lifespan, and more. Below is a synopsis of the film.
Researchers have recently discovered a dangerous biological syndrome caused by abuse and neglect during childhood. As the new documentary Resilience reveals, toxic stress can trigger hormones that wreak havoc on the brains and bodies of children, putting them at a greater risk for disease, homelessness, prison time and early death. While the broader impacts of poverty worsen the risk, no segment of society is immune. Resilience, however, also chronicles the dawn of a movement that is determined to fight back. Trailblazers in pediatrics, education and social welfare are using cutting-edge science and field-tested therapies to protect children from the insidious effects of toxic stress—and the dark legacy of a childhood that no child would choose.
-Synopsis from KPJR Films
According to the research, toxic stress is being recognized as our greatest public health issue of our generation. As I dove into learning and reflected on the film, I couldn’t help but wonder what more we can do as educators. Doctors, community partners, the faith community, law enforcement, medical professionals and our schools, can all play a role in helping our students and their families. While we may not be able to “fix” every single problem, we can work to provide community support for families by raising awareness and then partnering with agencies and other professionals who can provide varying levels of support.
The goal is to help break the cycle and develop the capacity of adults, too. Parenting is hard work, and it’s even more challenging when parents are coping with their own toxic stress such as abusive relationships, divorce, addiction, substance abuse, and even their own childhood trauma. A school and community partnership is critical to help foster resilience in both parents and children. Furthermore, research shows that the presence of supportive relationships is even more critical than the absence of ACEs in promoting well-being. Relationships that are perceived as safe, stable and nurturing between children and a parent(s) or caregivers act as a buffer to toxic stress, according to the research. That’s why raising awareness and providing appropriate support is a must.
“An ACE score of 4 or more makes children 32 times as likely to have problems in school.”
-Dr. Nadine Burke Harris
What Does This Mean For Classroom Teachers?
I can recall many situations where I wanted to ‘save’ a child from their current circumstances. We have to reassure ourselves that although we may not be able to intervene at the level we want to, we can still make a significant impact. I’ll never forget how much it pained me to learn that one of my students went several months without showing any clear or specific evidence of physical, mental or verbal abuse, but was experiencing all three. Sure, there were signs that something seemed to be amiss due to some of the behaviors exhibited by the student. But, due to a diagnosis of ADHD, the behaviors and challenges were linked back by many of us to the student’s ADHD tendencies. A diagnosis of ADHD can actually mask the real problem. Regardless of how diligent and in tune we are with our learners, we may not readily know what trouble exists. It takes time for students to develop trust and open up. The sad reality is that some students don’t even know that what’s happening to them is wrong. Although they don’t like it, it’s sometimes a ‘normal’ part of their lives. This is why breaking the cycle of abuse and neglect can present such a challenge.
“I could not make a diagnosis of ADHD because a lot of the kids I was seeing had so many traumatic experiences in their life.”
– Dr. Nadine Burke Harris, Center for Youth Wellness
Not every child who is diagnosed with ADHD has a high ACE score, but it is definitely something we ought to consider when supporting children to develop resilience. We don’t want to simply mask symptoms. Instead, we need to get to the root of the behavior. Personally, I feel that ADHD is often over diagnosed. From a child possibly having a high ACE score to the simple fact that students of all ages need to get outside more and engage in active learning within a flexible and responsive environment–– we need to ensure that our culture of learning supports every individual accordingly, before considering otherwise. To support all learners, we can create a trauma sensitive learning environment that nurtures every individual and fosters resilience. Creating a trauma sensitive learning environment is beneficial for all students, not just those who have experienced trauma.
*Although I am not an expert in the area of Trauma Sensitive Learning, I have learned a lot and continue to learn through my own teaching and instructional coaching experiences, in addition to my ongoing education in connection with brain based learning. I was fortunate to also learn through my internship at the Chemung County Department of Social Services in New York, where I worked alongside children in foster care and supported families during visitations to connect with their children in healthy ways. This topic is near and dear to my heart and I want to share my insights in hopes that they may provide guidance.
Strategies to Create a Trauma Sensitive Learning Environment
Foster Positive and Supportive Relationships
Greeting learners upon arrival in a warm and enthusiastic manner helps them to feel welcomed. It reassures students to know that you are eager to see them. We can further foster relationships by utilizing learner interest surveys so that we are better equipped to make conversation about topics students are interested in (these surveys can be used many ways). Working 1-on-1 and in small groups can also help foster relationships as you get to know the child’s learning needs. These opportunities lend themselves to students sharing and opening up more about their learning, in addition to other topics they feel compelled to discuss. Also, remain consistent in approach. If a student makes a mistake, we can foster support by reminding them of how much growth they’ve made and that with effort, they will accomplish____, too. The more we provide consistent support and connect, the more students develop trust in us. Relationships foster trust and lead to feeling safe. The security that comes from relationships and trust, encourages more significant learning to occur.
Leverage the Power of Story
All children benefit from exploring different scenarios, characters, and reflecting on problems and solutions. Stories that help foster compassion, resilience, and empathy, allow learners to process events or emotions, and may even broaden a student’s perspective by learning how characters persevered through challenges or turned to others for friendship and support. We want all students, not just those who have experienced trauma, to consider the world from varying perspectives and grasp how to overcome challenges. Stories offer great opportunities to engage in discussion, reflection, and making predictions to stimulate learners to consider how characters could overcome problems or conflict. Learners can develop empathy for characters and begin to grasp why certain characters behave the way they do. There are many picture books that can be utilized for mini-lessons shared here. Also, check out this site for books categorized by age.
Ditch Punitive Consequences
A trusting environment with supportive relationships, allows every learner to flourish. Truth be told, doling out consequences does not equate to greater learning. The more we layer consequences, the more the individual may feel like a failure. We may unintentionally be discouraging students and adding greater stress to their lives. Does that mean that anything goes? Absolutely not. Students thrive with structure and predictable routines, choice, space to decompress, and opportunities to move and regulate their bodies. I understand the challenges that may come with classroom management, but by focusing on the culture and structures within, we can support every learner. Although many teachers use public behavior charts with positive intent, I highly encourage teachers to banish behavior charts and all other related punitive consequences. Behavior charts are only great for affirming that some students do what they ought to do, but for a child who struggles with self-regulation due to executive functioning or has experienced trauma, they are completely ineffective. I challenge us all to consider how we would feel if the roles were reversed and administrators chose to keep track of our behaviors and daily habits using a public chart. To learn more about how you can make the shift, you may be interested in reading, Proactive Approaches to Support ALL Learners: Moving Beyond the Behavior Chart. In terms of punitive consequences, I encourage you to reflect on this post, Supporting Learners to Thrive: Shifting Our Focus to What Matters Most. Instead of employing punishments and rewards, that typically yield short term or no effect at all, we benefit from working with children through feedback and reflection within a supportive classroom culture.
Discover the Power of Community Building
Community building is often pushed to the side in favor of more time teaching content. If our students are struggling to function successfully as individuals or in collaboration with others, it is worth our time to facilitate community building. Personally speaking, I would facilitate it one way or another, because I have seen the benefits. Although community building requires time, it is incredibly powerful. Taking students through team challenges and pausing to reflect on interactions, how they’re feeling during the activity, and creating plans to proceed forward with greater effectiveness, will yield improved learning results in all areas. If you want to decrease the time you spend managing student behavior, community building is for you! Selecting activities that foster communication skills, collaboration, growth mindset, and problem solving will translate into all areas of learning. Additionally, be sure to debrief with students as a form of reflection. Debriefing encourages students to identify how they felt during an activity, what made them feel that way, and how they overcame challenges. When students hear their peers share, they develop empathy and understanding. Community building isn’t just about developing collaboration skills, but is incredibly beneficial for making connections to one another fostering relationships.
Carve Out Time to Care For Yourself
The diverse needs of our learners vary and we do everything we can to support their growth. I believe we are all dedicated to giving the best we can. In order to continue giving our best, we have to remember to take time for ourselves. Many of us work with our colleagues and learners all day, and then return home to care for our families. We may feel we lack time, but I encourage you to carve out time for yourself each day. If you can take even 5 minutes to close your eyes and engage in deep breathing, it’s better than nothing. Ideally, we want to take time for ourselves each week by engaging in an activity we enjoy. For years, I worked and worked, denying the fact that I needed to care for myself. I said yes to everything and didn’t want to let anyone down. However, I was letting myself and my family down. Now, I set boundaries. I block out time to be screen free (no email or work), limit time on social media, and prioritize the amount of sleep I require. I also dedicate one hour 4-5 days per week to go to the gym. On the days I don’t go to the gym, I go for a walk outside. When walking, I am mindful to notice nature’s beauty all around me and consider what I’m grateful for. Recognizing and expressing gratitude helps to wire our brains to focus on the positive. Ensuring that I have rest, time to decompress, and then release energy/do something good for my health, has increased my drive and productivity.
We are Touching Lives, Make it Count
We are so fortunate to have the opportunity to impact lives. Teaching can be challenging work, but also incredibly rewarding. As Maya Angelou said, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” There is so much truth to that. Together, we create change. We touch lives. When in the grind of the day, you may not always feel that you’re making a difference, but you are. And, we have a choice of what kind of difference we want to make. How will you touch the lives of your learners?
Looking for to Learn More? Check Out These Articles, Resources, and Sites.
CDC: Childhood Trauma Is A Public Health Issue And We Can Do More To Prevent It
Positive Childhood Experiences May Buffer Against Health Effects of Adverse Ones
