Wednesday, October 13, 2021
Thursday, October 7, 2021
Educational Resources & Tech Tools 10/08/2021
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‘Trauma Is A Lens, Not A Label’: How Schools Can Support All Students - MindShift
- Research about child trauma shows how important it is that children are in caring relationships with stable and supportive adults. In order to be ready for those relationships, that means in schools: "the adults need to feel cared for, connected and grounded in order to have the capacity to show up for kids,” said Venet.
- In order to check in and make sure that educators feel that they can do all they need to do within the hours of the work week, she advises that school leaders provide space for teachers to ask questions, ideate and reflect with their principal or school counselor. “We have a cultural expectation that people aren’t working after hours.
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Another way to support teachers’ working conditions and workload is “tap in, tap out,” a self care strategy from Fall-Hamilton Elementary School in Nashville, Tennessee. In this technique, educators form a text message group to contact whoever is available to temporarily fill in for them whenever they need to take a moment to step out and regroup during class.
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“Too often, teachers perceive trauma as something that comes from ‘outside of school,’” said Venet. “Much of the research and writing on trauma frames it as resulting from factors schools cannot control.” When effectively applied, trauma-informed education means critically examining how oppression at schools causes trauma in students. Oppression can happen outside of schools as well as within schools, caused by peers in bullying situations, individual teachers and curriculum.
- making sure students know what is available to them when they are struggling whether it’s having flyers on the wall, information on the school websites, or informed teachers that can point them in the right direction.
- High achievers affected by trauma are especially at risk for being overlooked, and adults often misinterpret their coping for resilience.
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