Assuring that students feel safe, emotionally and physically, is the first step needed to help students who have experienced trauma. When students do not feel safe, then they are likely to behave in ways that may be difficult to understand. When students feel safe, they need opportunities to connect to other students and adults in a healthy. Wolpow et al. (2009) provided a checklist to be considered: 

• Monday mornings and daily schedules can be made routine and predictable.
• Routines can be posted in writing and articulated frequently.
• Teachers can regularly attune themselves to student's needs. In so doing, they can make themselves available for students to express their emotions appropriately.
• Potential triggers can be identified.
• Teachers can remember that limited settings can act as a trigger.
• Opportunities can be created for students to make choices and be in control.
• Transitions can be planned, previewed, and made routine.
• Seating arrangements can improve feelings of safety.
• Calm Zones or Safe Places can also improve feelings of safety.
• Whenever possible, safety plans can be in place. Students with IEPs should have that plan in writing.
• Artifacts and activities can be used to develop and enhance connections (e.g. Photo albums Scrapbooks, Fancy Fridays).

(Wolpow et al.page 84, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

• Create a welcoming classroom.
• Greet students by name.
• Post classroom expectations where students will see them.
• Display a daily schedule and explain changes.
• Communicate clear safety procedures. 

Institute of Education Sciences. (2020)

https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf 

5-4-3-2-1 coping

The 5-4-3-2-1 coping technique is used to help individuals connect to the present moment through their senses in times of acute stress. Ask the student to:
• Name 5 things you see in the room.
• Name 4 things you can feel (“my feet on the floor” or “the air in my nose”).
• Name 3 things you hear right now (“traffic outside”).
• Name 2 things you can smell right now (or 2 smells you like).
• Name 1 good thing about yourself.

(Positive Action, 2023 c)

https://www.positiveaction.net/blog/teaching-self-management-skills

Co-regulation can refer to a developmental way of nurturing classroom relationships. It refers to an intentional way of approaching students when dysregulated in the classroom. Instead of talking down to the students while standing over them or lecturing students in front of peers for behavioral choices, the teacher could have a conversation privately with that student, side by side, shoulder to shoulder to maintain the student's self-concept and not embarrass them in front of others (Brunzell, 2021)).

The teacher can help students co-regulate by practicing/modeling strategies of de-escalation (taking a breath, deep breathing) with the student (Brunzell, 2021).

Teachers can more effectively co-regulate students when they themselves feel well-regulated in the face of everyday classroom stressors. Teachers have reported that when mirroring thier students dysregulation, they were making classroom problems worse (Brunzell, 2021).

Brunzell, T. (2021)

https://link.springer.com/chapter/10.1007/978-3-030-64537-3_8

Providing routines, posting rules, and time schedules, and reviewing them regularly are equally important in assuring the safety of secondary students affected by trauma. 

When you note changes in moods, teachers can encourage students to choose to visit before/after school, or during prep time.

(Wolpow et al. page 90-91, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

"Tiggers are "any stimulus that acts as a reminder of the past overwhelming experience, and leads to the same set of behaviors or emotions that originally developed as an attempt to cope with that experience" (Wolpow et al., 2009). 

• Triggers may be external (involve stimuli from any of the five senses). 
• Triggers may be internal (feeling hungry, anxious, depressed).
• A trigger may be both external and/or internal.

Questions: (Wolpow et al., 2009).

• How do we know that a student has been triggered?
• Were there significant changes in the student's mood, tone of voice, facial expressions, or behavior?
• Did the student suddenly become more manipulative, within, or engage in conflicting aggressive and passive behavior?

A compassionate teacher can create opportunities for students to make choices and be in control by: 

• Acknowledging that the student behavior we are seeing may be a traumatic response to something bigger and more complex than what we are seeing in our classroom. 
• Acknowledge and respect boundaries. We don't have to know details about what has happened to the student to be compassionate. The teacher should respond with care and concern and model appropriate adult behavior. 
• Assume that there is a link between a stimulus in the classroom and a behavior being exhibited. 
• Look for the configuration between the stimulus and how it might be a representation of a threatening thought or memory. 
• Remove the trigger. Do this when possible by providing the student with choices. There are three ways to do this.
  1. Remove the stimulus or
  2. Help the students remove the stimulus. 
  3. Help the student learn to respond to the stimulus differently. 

(Wolpow et al. page 86-87, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Many students have trouble with making transitions.

A written safety plan enables teachers to help students remove stimuli that lead to inappropriate behavior. Safety plans should be created with the student's team and administration.

Another safety plan, one that is more effective at the secondary level, involves peers. When students appear calm, the student and the teacher select two or three peers (responsible parties) that the student believes can be helpful when triggers arise (feelings of anger or anxiety). An area where the students can talk is arranged (while walking the school track or sitting in the school commons. Administrations should be involved with the team in creating the plan. 

(Wolpow et al.page 88, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Setting limits is necessary to maintain a safe classroom, but setting limits can act as a trigger. A time-out can trigger feelings of abandonment. Ignoring or removing a student from a group can trigger fears of rejection. Discipline can trigger fears of inappropriate punishments. Kiniburdh and Blaustien encourages teacher to minimize the impact of limit setting by: 

• Naming the rational for the limit. (throwing pens at people can hurt them.)
• Link the consequence to the behavior, not the person. (I care about you. I don't think you wanted to hurt anyone. But throwing is not OK)
• Naming the boundaries of the limit. (You have a 5-minute time out or I'm going to hold your pen until after lunch.)
• Move on. The limit has been set. Consequence given. (After your time out you may look at your book, or clean your desk.)
• Make adaptations. (if, in the past, a child has been punished by being isolated for long periods of time, have the student sit in a nearby chair. Don't send them to another room. 

(Wolpow et al.page 89, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Clam zones or Safe Places, are places, where students can voluntarily go when they are feeling overwhelmed. 

• This should be separate from where students go for time outs. 
• This place should be available for all students during difficult times. (this allows the students to use this area without being singled out as being different).
• Students should be able to go there without penalty.

(Wolpow et al. page 89, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Weekends are restful, Right?

For students affected by trauma weekends may be chaotic, sleep may be unpredictable, food choices may be limited, relationships may be insecure, and the potential for emotional and physical harm may be ever-present (Wolpow et al., 2009). 

Providing these students with structure and predictability is important. Monday Morning Meetings may be used for:

• Outline the day.
• Post schedule on board.
• Students can be asked to share a bit about their weekend. Students should never be asked to share, they should only do so by choice. 
• Teachers can model appropriate ways to connect with students who are celebrating or grieving.
• Encourage students to share with those who are celebrating or grieving.
• Remember not all students will speak of their challenges.
• If a student seems to be uncomfortable or disturbed during this period, take the time to check in with the student privately late in the day. 

(Wolpow et al.page 84-85, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

This strategy is geared toward early elementary-aged students but can be adapted for older students. Students attend "Fancy Fridays" on a rotating basis. No student is excluded.

• a select group of students have lunch with the teacher in a designated area.
• A tablecloth, napkins, and silverware are used. 
• Adults model appropriate behavior and conversation. 
• Classroom photos are taken and dated. 

Late the teacher can use the photo to review the relationship over time with the student. 

(Wolpow et al. page 92, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Emotional Charades 

Students act out emotional expressions and reactions in this social skills activity. Students learn to read and recognize facial and body cues when others are expressing them. "By depicting and acting out emotional expressions and reactions in social skills activities, children learn emotion management, which plays an important role in creating positive relationships and communicating feelings". 

• Write different emotions on individual pieces of paper.
• Place emotion in a box /hat for students to pick from.
• Have students act out the emotion.
• Help student recognize their emotions using facial and body cues.

(Positive Action, 2013 a)

https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

Expression Mimicking Games

Have students mimic your or other's expressions. This exercise helps students learn to identify expressions and understand what they mean. 

"When students with social challenges learn to read facial expressions, they become more comfortable in situations involving them". 

(Positive Action, 2013 a)

https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

1. It's important to make sure that each student has a strong relationship with at least 2 - 3 adults in the school or program. 

2. Take the time to build strong relationships with students caregivers.

"Trust is critical for communicating openly about trauma. Parents and guardians may be more willing to divulge personal struggles and challenges in a trusting relationship with an educator, thus opening the door for help".

3. Having a strong relationship with your school counselors, dean, social workers, and other support staff can help you learn more about recognizing signs of trauma and supporting students and parents in your school.

(Maryland State Education Association, page 19 2021)

https://firstbook.org/blog/2019/06/27/educator-resource-the-first-book-trauma-toolkit/

Help students develop a sense of agency.

Offering choices to students wherever possible in the classroom allows students to have a sense of control and take ownership of their education. Example include:

• What book to read?
• Which activity to do first?
• How much they will participate in a group discussion?
• How to use or not use their body in physical activities, etc.
• What reward they will receive?
• Who they are going to do group work with?

(Maryland State Education Association, page 22 2021)

https://firstbook.org/blog/2019/06/27/educator-resource-the-first-book-trauma-toolkit/

• Talk to students about hobbies and interests.
• Use a respectful tone during all interactions. 
• Involve students in developing behavior/safety plans.
• Try a 2x10 strategy (talk with the students for at least 2 minutes each day for 10 days in a row). 

Institute of Education Sciences. (2020)

https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf 

• Do not argue or get into a power struggle
• Do not raise your voice
• Do not handle the situation publicly or in front of the student's peers.
• Do not use punitive (vindictive/revengeful/retributive) punishment. 

  Institute of Education Sciences. (2020)

  https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf 

   

Provide students with a safe place to talk about what happened.

Engage in a discussion with the student that includes:

• Praise for any relaxation or coping skills the student used
• Appropriate responses and strategies to use if the situation arises again
• Potential consequences or adverse outcomes if negative behavior continues
• Specific steps for successfully resuming the classroom routine. 

Refer students to other resources and supports and/or notify appropriate school support staff when necessary. 

Institute of Education Sciences. (2020)

https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf