TRAUMA SENSATIVE SCHOOLS – A Case Study

Elly Kalenjuk, Victorian International Teaching Fellowship, Jan-Dec 2016

School Profile, Williams Lake BC CANADA

Marie Sharpe Elementary School is located in Williams Lake, a small rural community
in Western Canada in a region referred to as the Central Cariboo, British Columbia
(BC). The demographic of the school population includes mostly First Nation
peoples. The terms “First Nation” and “Indigenous” will be used interchangeably in
this paper and are the preferred terminologies used by those interested in
decolonization (Hulko et al. 2010). Whilst the term “Aboriginal” might be applied, it
was not typically used during my time in BC. The First Nation communities with
whom I predominately worked included the Secwepemc (T’exelcemc First Nations
and Xat’sull First Nation) and Tsilhqot’in (Chilcotin) people. Several members of
these Indian Bands lived on-reserves, whilst others lived off-reserve in the city area,
close by the school. I also collaborated with members of the Metis community,
whom identify as having both indigenous and non-indigenous genealogy, as the
French colonized, settling across portions of Canada.

Many of students whom attended Marie Sharpe Elementary were subject to varying
degrees of trauma that manifested in individual and collective ways. “Trauma” in this
context includes the direct and residual effects of family violence, neglect, abuse and
the impact of negative Residential School experiences. In this community, whilst
most of the residents are warm and generous people, many suffered some varying
degrees of trauma that have led to alcoholism, drug usage, disadvantaged parenting
skills, deficiency of basic education of both Indigenous literacies (lost cultures and
languages) and standard English as well as economic disadvantage (low income).
There is evidence of intergenerational trauma, or “Historic Trauma” (Robertson
2006) as a result of the Residential School involvement. This has resulted in cultural
dismemberment and “…there is consensus that the cultural breakdown associated
with colonization has led to stressors with a negative social and psychological
impact.” (Robertson 2006)

The impact of trauma can be multidimensional and complex in both its symptoms
and remediation. To paint a picture, many students would come to school without
adequate, nutritious, quality food and/or proper clothing to protect themselves from
the extreme weather conditions; snow and ice in winter and hot and humid in
summer. They may have been in a state of distress, unfocused and/or emotional.
The results of a lived world experience of neglect and poverty can also include poor
memory and attention, which restricts focus for classroom tasks (Bucker 2012).
Students experienced difficulties in their daily management of school life, notably
the capacity to easily transition between tasks, to sustain concentration, to behave
in socially appropriate ways, to process information easily and to have the capacity
to retain or retrieve multiple pieces of information when needed.

The community of Williams Lake is a highly engaged yet fractured one. There are
competing interests and racial tensions that permeate the political and social
climate. However, there is also a wealth of culture, generosity and high interest in
education and opportunity for children. Many in the community look to the schools
to be the neutral ground and will invest their time, energy and focus for the
betterment of the future generations.

Given the complexity and challenges associated with intergenerational trauma,

Marie Sharpe Elementary has several main concerns for their school function:

1. To ensure the safety of the children, staff and families.

2. To emphasis relationships are key.
3. To appreciate children in distress require a sensitive, individualised and
strategic method to education.
4. A whole school approach is the most effective response to enable positive
learning outcomes, with both family and community support and education.
5. To access local community services, including provincial and governmental
funding, which necessitates access and opportunity through, for example,
human resourcing and financial assistance.

The research will include how the school intends to address:

1. The basic needs of the child

2. Emotional regulation and pro social behaviour

3. Classroom Programs to support academic achievement

4. On Site Support Services

5. Community Connections

6. First Nation (Aboriginal) education and cultural sensitivity

7. Community partnerships and education

The project is relevant to Fairfield Primary School in the following ways:

1. The case study provides new perspectives on best practice through

strategic and intentional classroom and whole school programming. This
includes provision for students who may require additional support to lift
social, behavioural, physical or academic barriers to being and learning.

2. It addresses the systemic aspect of building culturally responsive practices

to lift school improvement for the betterment of society, including
provision for collaboration across a range of local services and
communities.
 3. Readdress the impetus for promoting Indigenous literacy as a priority.
There are several factors for inclusion, namely to repair, if possible,
impacts of intergenerational trauma, to educate both indigenous and
non-indigenous on First Nation practices, to disrupt dominant discourse
and promote inclusivity and multiple perspectives.

4. Understand that children with trauma have both psychological and

physiological symptoms that can be ameliorated with early, targeted
intervention and support.

Key Themes

Relationships
Cultural competency and sensitivity
Place– based learning
Mindfulness
Nature-based Pedagogy
Community Links

Alignment with Developmental Goals

My development goals include:

1. Best practice and teaching pedagogies to address the individual student.
(Relationships, Circle Work, Targeted intervention)
2. Developing a ‘community of learners.’
3. Bridging the home-school partnership
4. Engaging the wider community

I will include the following references:

Gordon Nuefeld and Gabor Mate, “Hold on to your Kids”: Why Parents Matter more
than Peers,”
Ernesto Sirolli’s work on “Cultural Competency and Sensitivity”
Martin BrokenLeg’s “Circle of Courage” and
Richard Louv’s, “Last child in the Woods”.

Alignment with School Priorities

The project will align with Fairfield Primary School by focusing on the centrality of
the child. The fundamental aspect of the student-teacher relationship, respect of the
child and the child’s lived world experience, being present in that space and having a
deep understanding and respect of the child’s needs as reflected by their behaviour
and contextual narrative.

Additionally, the school values the importance of family and community

connectedness as ways to support the child’s growth and development both socially
and academically. Specific, individualised learning plans to articulate areas of
concern (through rigorous assessment), to articulate set targeted learning goals (by
drafting plans), implement action plan (teaching and learning) and to monitor and
review (reassess) and communicate ongoing leaning and achievement to children
and families.

Fairfield Primary School also values the engagement of the wider community to
support the activities of the school for the benefit of the children, at the centre of
decision-making.

Linked to Systems Priorities

The project emphasises the fundamental role of the school as the central plexus for
community education and society wellness. The consequences of students
experiencing success in a range of inclusive ways promote improved learning
outcomes. The wider community will benefit from long-term goals of having healthy
citizens who are literate, numerate, can self-manage emotions, navigate the space,
exhibit pro-social behaviours, understand their own mental health and be able to
regulate or seek help when the need arises. Promoting and celebrating Indigenous
cultures through authentic relationships is essential. Aboriginal and Torres Strait
Islander histories and cultures are an integral part of the Australian culture and must
be embedded in all school programs.

Practical Application.

1. The basic needs of the child

 Breakfast club of Canada
 Lunch Program
 Clothing Supply
 Relationships and Attachment Theory
2. Emotional regulation and pro social behaviour
 Zones of Regulation
 Roots of Empathy
 Mindfulness
 Trauma Informed Schools Project– including teacher training, Yoga,
Sensory Room and Tool Kits
 Equine Therapy
3. Classroom Programs to support academic achievement
 Talking Tables
 Girls & Boys Club
 Nature Kindergarten
 Buddy Reading
4. On Site Support Services
 Counselling
 Speech Pathologist
 Nurse
5. Community Connections
 Mentor programs
  Volunteer Program
 Rotary Club of Canada & Safeway Supermarkets (Back Pack Fridays)
 Skating Rink
 School Bus
 Financial Support
 Shaw TV
 Williams Lake Tribune
 Curling centre
 Library
6. Aboriginal education and cultural sensitivity
 Circle Time
 Hoops
 Drumming
 Cultural Studies (Place-based learning)
 Indigenous teachers; Language teacher, National Aboriginal Day
events
7. Community partnerships and education
 FAST; Families and Schools Together and
 FALL; Families as Learning Leaders

Bücker, J., Kapczinski, F., Post, R., Ceresér, K. M., Szobot, C., Yatham, L. N., ... & Kauer-
Sant'Anna, M. (2012). Cognitive impairment in school-aged children with early
trauma. Comprehensive Psychiatry, 53(6), 758-764.

Hulko, W., Camille, E., Antifeau, E., Arnouse, M., Bachynski, N., & Taylor, D. (2010). Views of
First Nation elders on memory loss and memory care in later life. Journal of Cross-Cultural
Gerontology, 25(4), 317-342.

Robertson, L. H. (2006). The residential school experience: Syndrome or historic

trauma. Pimatisiwin: A Journal of Aboriginal & Indigenous Community Health, 4(1).