Creating Trauma-Informed, Strengths-Based Classrooms

Synopsis

With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom.
Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically.
Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.

Summary

Chapter 1: Understanding Trauma and Its Impact

* Defines trauma and its various types.
* Explores the neurobiological and psychological effects of trauma on children and adolescents.
* Example: A student who experiences abuse at home may exhibit difficulty concentrating, emotional outbursts, and withdrawal.

Chapter 2: Creating a Trauma-Sensitive Classroom Environment

* Emphasizes the importance of safety, predictability, and choice in the classroom.
* Provides strategies for creating a welcoming and supportive environment.
* Example: Establishing clear routines, providing multiple seating options, and allowing students to have input in classroom decisions.

Chapter 3: Building Relationships with Students

* Highlights the significance of establishing trusting relationships with students who have experienced trauma.
* Offers techniques for active listening, empathy, and validation.
* Example: A teacher consistently checks in with a student who has a history of truancy, expressing concern and connecting the student to support services.

Chapter 4: Teaching Students about Trauma

* Advocates for age-appropriate education about trauma and its effects.
* Provides guidance on how to discuss trauma in a sensitive and empowering way.
* Example: Using books, videos, and group discussions to help students understand trauma and develop coping mechanisms.

Chapter 5: Supporting Students with Self-Regulation

* Explains the challenges students with trauma face in regulating their emotions and behaviors.
* Introduces strategies such as breathing exercises, mindfulness, and sensory breaks.
* Example: A teacher provides a quiet corner in the classroom where students can go to de-escalate when feeling overwhelmed.

Chapter 6: Addressing Trauma-Related Behaviors

* Explores the common behaviors exhibited by students who have experienced trauma, such as aggression, avoidance, and self-harm.
* Provides evidence-based interventions for supporting these behaviors.
* Example: Implementing a school-wide restorative justice program to address conflict and build relationships.

Chapter 7: Empowering Students Through Strengths-Based Approaches

* Shifts the focus from deficits to strengths and resilience.
* Encourages educators to identify and cultivate students' unique abilities and interests.
* Example: A teacher uses strengths-based feedback to highlight a student's creativity and problem-solving skills in math.

Chapter 8: Collaborating with Parents and Families

* Emphasizes the importance of building partnerships with parents and guardians.
* Provides strategies for communicating effectively and respecting family boundaries.
* Example: A school counselor collaborates with a student's parents to develop a home-school communication plan that includes a trauma-informed approach.

Chapter 9: Self-Care for Educators

* Acknowledges the emotional toll that working with students who have experienced trauma can take on educators.
* Provides self-care strategies such as mindfulness, boundary setting, and seeking support.
* Example: A school district offers a peer support group for teachers to share experiences and connect.