The manual Trauma-Informed Classroom Strategies and the presentation Trauma-Informed Support by Linda O’Neill at POPFASD’s 2017 annual District Partner meeting have significantly broadened my understanding of trauma-informed practice (TIP). Engaging with both the manual and the presentation was an insightful experience for me, offering me practical strategies for my teaching practice.
One key takeaway for me is that TIP emphasizes relationship-based strategies. A warm, healthy relationship with educators can be pivotal in the healing journey for students with adverse childhood events (ACEs). A classroom with predictable routines and activities fosters a sense of safety and stability for students with ACEs. Also, teachers need to maintain high expectations to help them reach their full potential (O’Neill et al., 2020, pp. 2-6). Offering choices in learning activities empowers students and gives them a sense of control over their learning experience.
The manual challenged my previous mindset and underscored the importance of maintaining my role as a teacher within the framework of TIP (O’Neill et al., 2020, p. 7). I had not given much thought to the risk of burnout, thinking that I was good at taking care of my mental health. However, during my last practicum, I had a student from a family dealing with poverty, addition, and abuse. His situation occupied my thoughts constantly, leading to sleepless nights and self-doubt about whether I had done enough to support him. I questioned my effectiveness as a teacher whenever I learned about new hardships he faced. The manual offered a broad perspective, reminding me that teachers should prioritize their primary role, being educators. Teaching is inherently a caring profession that can place mental and emotional demands on teachers. Therefore, setting clear work boundaries and seeking out help are essential steps in reducing the risk of burning out while practicing trauma-informed strategies.
Importantly, the talk of Linda O’Neill reshaped my perspective on trauma-informed practice. I previously thought that great teachers were responsible for fixing students with ACEs. However, I now understand that it is not the goal. As an educator, my role is to create a safe environment that enables my students with ACEs to move beyond their reptilian or limbic brain, lower their stress levels, pains, and fears, and focus on their strengths. O’Neill emphasizes that traumas should not be an excuse to lower our expectations, reassuring me that “they can be competent” (O’Neill, 2019, 16:46).
There are several strategies that I am eager to implement in my future classrooms. First, I plan to create a designated safe space or cozy corner with soft toys and pillows where students can take emotional/mental breaks during class. This corner serves as a comforting area where students can regroup before returning to their activities. I will also remind myself and teach my students to ask for permission before any physical contact (O’Neill et al., 2020, p. 8) to ensure physical safety. I will establish a consistent classroom routine with visual schedules to create predictability and consistency. Each day I would begin with a check-in and a class meeting where everyone can share their thoughts and connect with others. Participation in these meetings will be voluntary. Additionally, I will make a conscious effort to explain and remind students of any changes in their daily routines to help them feel comfortable and in control of their environment.
Teaching students about their emotions and feelings is another critical component, especially for those who may lack the vocabulary to express their emotions (O’Neill, 2019). I plan to introduce and regularly use the vocabulary of feelings, helping students recognize and articulate their feelings/emotions (O’Neill et al., 2020, p. 25). Incorporating a movie like Inside Out could be a creative way to learn how to cope with different emotions. Also, using analogies or similes to describe emotions could make these concepts more accessible, particularly for younger children.
Moreover, I agree that free play and outdoor activities can help students reduce their stress and anxiety. I would allocate time for free play during class and organize outdoor activities to encourage students to “re-learn childlike play” (O’Neill et al., 2020, p. 23). Additionally, I understand the importance of interpretating behaviours accurately and giving choices, even when addressing misbehaviors. For example, realizing that they are seeking attention from adults, I would say that “I see you’re having trouble moving that chair” (O’Neill et al., 2020, p. 11) to reframe the situation, letting students know that I am there to help, not punishing them for acting out.
Both the manual and O’Neill’s talk are valuable resources for educators. I wholeheartedly agree with O’Neill that “trauma is not a destiny” (O’Neill, 2019, 31:26). By deepening our understanding of students’ behaviours and their coping mechanisms, we can provide the acceptance, attunement, safety, and stability that they need to thrive and reach their full potential.
References
O’Neill, L. (2019, July 10). Trauma-Informed Support. YouTube.
O’Neill, L., George, S., & Wagg, J. (2020, November). Trauma-Informed Classroom Strategies.
POPFASD. https://www.fasdoutreach.ca/resources/all/t/trauma-informed-classroom-strategies-manual
