Teachers have an integral role in understanding how trauma can impact both learning and behavior. When students have experienced trauma, they may exhibit behavioral or academic problems. Therefore, educators need to recognize these signs so they create a safe and supportive learning environment, as well as get children the help they need so they can recover from these traumatic experiences.

Recognizing the Signs of a Crisis

Recognizing the signs of trauma can be difficult because it may look different for each student. While you may never know for sure if a student has experienced trauma, if you suspect a student is going through a crisis, as a mandated reporter you are obligated to report any suspicions you may have. As an educator, knowing the signs and symptoms of trauma can help determine if your suspicions are correct.

According to The National Child Traumatic Stress Network, traumatic experiences such as abuse, neglect, discrimination, illness, violence, terrorism, death, or school shootings can all have an impact on a child’s learning and/or behavior. Some students show signs of stress during the first few weeks of a trauma and then may return to normal, while others who experience ongoing trauma may exhibit stress that impacts their day-to-day functioning.

When you know the signs of trauma you will be better able to support your students because you will be able to consider the child’s traumatic experience when dealing with any unruly behavior. Here are some signs you may observe in elementary, middle, and high school students.

Classroom Signs of Trauma in Elementary Students:

• Clingier with teacher
• Talking about, acting out through play, or drawing about the traumatic event
• Over or under-reacting to load noises or physical contact
• Excessive worrying and anxiety
• Outburst or aggression towards others
• Difficulty with authority
• Missing school

Classroom Signs of Trauma in Middle School Students:

• Anxiety and worry about safety
• Change in academic performance
• Outbursts, aggression, or irritability with friends and teachers
• Absence from school
• Headaches, stomachaches
• Repeatedly discussing events
• Withdrawal from others decreased attention

Classroom Signs of Trauma in High School Students:

• Anxiety, fear, excessive worry, depression
• Outburst or aggression towards others
• Missing a lot of school
• Withdrawal from regular activities
• Change in academic performance
• Abusing drugs or alcohol
• Comments about death or dying

If you notice a student has exhibited any of these signs, ask yourself if you have seen this student display this behavior in the past. If so, ask yourself, “How did I respond?” and “How did your response affect the students behavior?” These questions will help you determine the right course of action.

Creating a Safe Space

The impact of childhood traumatic stress can have a lasting effect that extends far beyond childhood, says the Substance Abuse and Mental Health Services Administration. Research shows that trauma survivors are more likely to have learning problems such as lower grades or getting suspended or expelled from school. They are also more prone to having mental health or long-term health issues and are likelier to be involved in the welfare system or criminal justice system.

A vital part of a child’s recovery from trauma is having a support system. That’s why it is so important for teachers to create a safe space for students during a crisis. When implementing trauma-informed care you are aiming to create an environment where students feel safe and can heal from their trauma. Here are a few tips to help you create a safe space for students who are in crisis.

• Design a space in the classroom that is calming and comfortable. Use comfortable chairs, and natural lights, and choose light soothing colors for paint and fabrics.
• Consistency is key to helping kids in crisis so maintain predictable routines and schedules to help students feel safe.
• Teach students mindful meditation exercises to help them manage their emotions during a crisis and in class.
• Offer support services that specialize in trauma-informed counseling. Work together with counselors and mental health professionals to ensure you are providing services that are tailored to the individual’s needs.
• Ensuring a student’s emotional safety encourages open communication where students feel free to share their feelings in a trusted environment where they can discuss their issues in a private space.
• Educate yourself in trauma-informed care and principles so that you understand the effects of trauma and how it relates to a student’s behavior and overall well-being.

Communicating With the Student/Managing the Crisis

When managing a student who is going through a crisis you must maintain a sense of calm since your demeanor can have a major impact on the situation and the student’s emotional state. Find a quiet space where the student will feel safe sharing their feelings with you and listen to what they’re saying without interruption or judgment. Try and validate their feelings and ensure confidentiality so they know that you support them. You can say something like, “I can see you’re very upset right now, and it’s valid to feel that way. I can give you space and when you’re ready to talk know that I am here to listen and provide support.” Additionally, offer the student resources so they can get continued support from a professional like a school counselor or a mental health professional. Even if you feel under-qualified to manage a student in crisis, know that your willingness to lend an ear and offer support can make a huge difference in helping the child cope with their situation.

Every student in crisis is unique and the way one responds to trauma may be very different than another.  Using trauma-informed care to recognize the signs and understand the impact that the trauma has on a child can help ease anxiety and create a classroom environment where the student in crisis feels comfortable and create a safe space. Additionally, by prioritizing empathy and compassion, students will be able to heal and recover in a warm, welcoming learning atmosphere.

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The initial pandemic is over, but we are left with students who experienced trauma for the two years it affected the world. Trauma-sensitive classroom management is essential.

Much of it is still seen in the classrooms of today. Students are not coping well with change, have trouble sustaining relationships with peers, using conflict management, and have experienced a sense of isolation that lingers.

They may have difficulty in self-regulation, appear anxious, think negatively, and have trust issues. Teachers are expected to employ trauma and resilience strategies within classrooms.

What Does Trauma-Sensitive Classroom Management Look Like?

Consistency

Consistency, predictability, and structure are important when it comes to trauma-sensitive classroom management.

Teachers should use methods like posting schedules, and explicitly reviewing expected behaviors before each activity and transitions so students are not guessing and wondering what is going to happen next. They need to know the expectations and how to achieve them. This promotes a sense of security.

Good Student-Teacher Relationships

Building good relationships with students goes a long way. Give a survey at the start of the year, either verbally for younger students or on paper for older students.

Find out about family, personal interests, and hobbies. Use this information to make connections in a more personal way.

Consider spending some one-on-one time with kids, at lunch or during a free time spot in the day. Share personal stories with them and let them share with you.

Consider attending an event of theirs. Students who develop trusting relationships with their teacher are less likely to misbehave and more likely to confide in you when something is wrong.

It is vital to expect out-of-the-ordinary responses from students and have strategies to employ.

We never know what triggers students or even if they are coming in triggered by something that happened at home. It is good to have students identify the feelings they are coming to school with and determine if they need to do anything to get to the point at which they can learn.

At the early grades, it may be having the entire class discuss or point to a picture indicating their feelings. At upper grades, this may be kids checking in on an iPad or paper.

Start the Day Positively

Teachers can see how kids feel and use methods to start the day positively. If students indicate they are coming in heightened, they can use a calming corner. A calming corner is a safe spot in the classroom where students can go to any time to use items to help them relax, switch what they are thinking about, and get to a better place mentally.

Different items allow them to express themselves quietly or get the fidgets out so they can rejoin the class and learn. Some students need to move to regulate. They can give a signal to the teacher that they need a walk or movement activity. Teachers can call a pre-arranged partner to watch the child as they take their walk/break.

It is important students be checked regularly and interacted with to change focus so that they are not ruminating on their worry alone and making the problem worse. Schools should be safe places for students. Teachers can explicitly teach that regularly.

Communications should be thoughtful, deliberate, and proactive when working with students. Students of trauma do not do well with power struggles or commands without rationale. It is best to give reasons for directives, such as: “please pick up the supplies from around your desk area so that other students do not break them or fall down.”

Teachers can use silent signals with students as a part of trauma-sensitive classroom management. If the teacher works with students early on and they come to an agreement that she will put a hand on their shoulder when they need to stop doing something, it is easy to walk over and do that without getting into verbal discussions over the direction. Students will not be embarrassed and will stay in a safe space with the teacher.

Student Choice

The trusting relationship must be the precursor to ongoing interactions. Student choice is key. If the teacher wants the student to be in a less crowded environment, for example, offer a choice, “Do you want to be in this group or that group of desks?”

The groups would be on the periphery of the class so that either choice would allow the child to be in a less crowded environment. A teacher using effective, proactive communication can greatly reduce the amount of redirection needed and help students to be more successful.

Highlight Student Strengths

Highlighting strengths of students can improve their attitude toward school and make them feel less inadequate. It can build the sense of competence and help them to feel positively about themselves.

Asking students to peer tutor or go into a younger grade to assist can give a student a sense of accomplishment.

Through trauma-sensitive classroom management, teachers may also give these students a special job. Taking lunch count, helping with certain technology items, or being an “assistant” in another class can go a long way to helping the feelings of competence that students need to have.

The teacher can speak positively about the future and compliment students on what they are doing well. Highlighting that a certain skill will make them successful in a certain career can give the student positive thoughts about their future and the ability to achieve something.

The Importance of Classroom Management Post-COVID

Students returned to the classrooms after COVID-19 pandemic struggling not just academically, but less motivated, more emotional, and more defiant.

Kids were not used to everyday conflict management with peers. For these reasons, the key to getting students to gain academic achievement is so dependent upon classroom management.

Without strong classroom management in a way that is not threatening to students coping with trauma, these academic gains will not be realized.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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