Teaching with Trauma in Mind: Supporting and Empowering High-Need Students

Outline

The session will be broken into three segments, covering the following main topics:
• Background on trauma and connecting with high-need students
• Creating safe classroom communities
• Teaching self-regulation strategies
Each of these content segments will include a combination of direct instruction, table group discussion, and individual reflection. The second segment includes a standing partner activity, and the third segment includes the physical practice of two of the four self-regulation techniques being shared. Each segment should take between 15 to 18 minutes, with 8 to 10 minutes set aside for a 5-minute introduction and a 5-minute conclusion.

Supporting research

There is an overwhelming amount of research on childhood trauma and its effects on learning, as well as on what teachers and schools can do to mitigate its effects. Here are 6 that support the themes and strategies shared in my session:

1. Trauma’s Impact on Learning and Behavior:
Research Article: Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ... & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245-258
Link: https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext
Summary: This foundational study highlights the profound long-term impacts of childhood trauma on health and behavior, emphasizing the need for trauma-informed approaches in education.

2. Teachers Can Mitigate Trauma-Based Learning Impairments:
Book: Craig, S. E. (2008). Reaching and Teaching Children Who Hurt. Baltimore, MD: Paul H. Brookes Publishing Co.
Summary: This book provides practical strategies for educators to address the needs of trauma-affected students, showcasing the pivotal role teachers can play in mitigating trauma's effects on learning.

3. Building a Classroom Community and Creating a Safe, Predictable Learning Environment:
Research Article: Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming Children and Youth, 17(3), 17-21.
Link https://eric.ed.gov/?id=EJ869920
Summary: This article discusses the three essential components of trauma-informed care—safety, connections, and managing emotions—and how these principles can be integrated into classroom settings to support traumatized students.

4. Fostering Personal Relationships and Connections:
Research Article: Pianta, R. C., Steinberg, M., & Rollins, K. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7(2), 295-312.
Link https://www.cambridge.org/core/journals/development-and-psychopathology/article/abs/first-two-years-of-school-teacherchild-relationships-and-deflections-in-childrens-classroom-adjustment/6DF6FAFBC8F56E6ECDC726CFD9827603
Summary: This study highlights the critical role of positive teacher-child relationships in promoting classroom adjustment and academic success, especially for students who have experienced trauma.

5. Teaching Self-Regulation Techniques:
Research Article: Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.
Link https://www.pnas.org/content/pnas/108/7/2693.full.pdf
Summary: This article discusses the long-term benefits of developing self-regulation skills in children, emphasizing the importance of teaching these skills to help students manage their emotions and behavior effectively.

6. Impact of Trauma-Informed Practices on Student Success:
Research Article: Cole, S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping Traumatized Children Learn. Boston, MA: Massachusetts Advocates for Children.
Link Helping Traumatized Children Learn](https://traumasensitiveschools.org/wp-content/uploads/2013/06/Helping-Traumatized-Children-Learn.pdf
Summary: This report provides evidence-based strategies for creating trauma-sensitive schools and demonstrates the positive outcomes these practices can have on student learning and well-being.