Supporting Learning with TIA and SEL 1

Supporting Learning with Trauma Informed Approaches and Social Emotional Learning

Strategies

Derrick May, Richard Carey, and Kirsten Seiler

Towson University
Supporting Learning with TIA and SEL 2

Visual Map
Research Question: How could educators effectively support the school community through
the use of trauma informed approaches and SEL strategies?

Thesis Question: Trauma informed approaches and social emotional learning strategies
benefit (support) the school community by creating strong relationships, enhancing social
skills between students, and increasing educator and student engagement.

Theme 1:
Trauma informed approaches and SEL strategies create strong relationships between educators
and students.

Teacher-Student Relationship

Modeling the importance of voice to students can help them to learn how to listen "properly"
to others in the classroom community (Dyson, Howley, and Shen. 2021).

Relationships built using trauma-informed approaches are critical in fostering students'

academic ability when they come from traumatic backgrounds (Koslouski & Stark, 2021).

Building routines that occur consistently such as morning greetings help to foster strong
relationships between students and teachers with the use of positive language (Ballin, 2022).

Educators can use non-instructional strategies to focus on developing strong relationships

with students. These strong relationships will foster a feeling of safety within the classroom
for students who have experienced trauma (Koslouski & Stark, 2021).

Educators with limited experience with students in trauma may face a level of
miscommunication in their relationship with these students. This miscommunication could
lead to a challenge when forming a relationship (Dyson, 2021).

The relationships between teachers and students in the classroom is critical to building a
strong classroom community ( Koslouski & Stark, 2021).

Teachers describe that building classroom communities is important because they help
students to feel calm, and safe, and that they are accepted in the class. Classroom
communities help students to build relationship skills with their peers and see themselves as
a part of the larger school community ( Koslouski & Stark, 2021).

Trust based relational intervention helped teachers become better listeners and allowed
educators to create stronger relationships with students (Kilpatrick & Stipp, 2021).

Academic successes rise from trauma informed teaching, because when students have a
trusting relationship with educators they are able to access all of the fundamental
Supporting Learning with TIA and SEL 3

teaching. (Jacobson, 2021).

Trauma-informed educators use strong and trusting relationships as the imperative first step,
preceding learning. It is only after these educator–learner relationships are formed that
learning can occur. Relationships are first, learning is second (Jacobson, 2021).

In a study completed by Kilpatrick and Stipp, participants found that it was beneficial to
practice whole body listening. They felt that this helped to build their listening and
relationship making skills within their classroom (Kilpatrick & Stipp, 2021).

Bonds that teachers and students form are the most important relationship in education
systems that must be encouraged to grow (Roman, Brantley-Dias, Dias, & Edwards, 2022).

Strong rapport is created through the use of non-instructional strategies such as icebreakers,
one-on-one conferencing, and making the classroom safe for all (Roman, Brantley-Dias,
Dias, & Edwards, 2022).

Theme 2:
Trauma Informed approaches and SEL strategies enhance students' social skills

Student to student relationships and trust are
fostered by class meetings, and students are
taught to focus on the positives of kind
conversations where they fill their social
buckets,” and are taught polite responses like
“congratulations” or “thank you,” and
prosocial skills. (Wall, 2021)
Direct instruction on social-emotional skills
like affect modulation ( the ability to change
their emotional states to blend with their
environment and reading the cues of others,
can help improve student to student
relationships and improve social competency.
(Wall, 2021)

Trauma informed approaches, saw an
increase in overall attendance and had
students feeling safe and being fed which
allowed improvement in students’ ability to
talk to adults, peers and self. (Wall, 2021)
By merging trauma-informed practices that
encompass physical, social, and emotional
safety into the classroom students are
provided with opportunities to develop their
collaboration skills. Allowing students to
develop these skills in a safe environment
allows them to learn from each other and
from their mistakes giving them a voice in
their classroom and school communities
(Roman et al., 2022).
The data shows the need for students to
cultivate relationships, relinquish some control
with students, provide social-emotional
instruction, address issues
compassionately and promptly, and embrace a
growth mind-set. (Wall, 2021)
Conflict resolution skills are taught which
provides children with healthy problem-
solving options and peace-making skills to
solve “small” problems on their own. (Wall,
2021)
Supporting Learning with TIA and SEL 4

Theme 3:
Trauma Informed Approaches and Social Emotional Learning increase engagement for
educators and students in the school environment.

Trauma Informed Approaches Social Emotional Learning

Connection: Students who experienced trauma learn best in schools that integrate trauma
informed approaches. These approaches help students learn social emotional skills, as the
trauma informed educators model and teach social emotional learning. Mastery of these
skills can promote greater student success as a lifelong learner. (Ballin, 2022)

Students who have experienced trauma
feel more engaged with their academics in
classrooms where educators are able to
use trauma informed approaches address
behavior management (West, 2014)
Use of trauma informed approaches
strengthens student trust and respect in the
school environment and eagerness to
participate in school activities (Avery,
2022)
Trauma informed approaches are broken
into two categories, instructional and non
instructional approaches. Instructional
approaches include multisensory lessons,
predictable classroom routines and
transitions, and positive behavioral
supports. Non Instructional approaches
focus on building relationships with
students to strengthen their sense of safety
and trust in the classroom. Both forms of
approach aid in increasing student
engagement (Koslouski & Stark. 2021)
Implementation strategies helped students
come back to a balanced state where they
could self regulate and get ready to learn.
(Kilpatrick & Stipp, 2021)
The use of trauma informed practices led
to improvements in the students’ abilities
to feel comfortable, successful, and
excited to attend class. (Jacobson, 2021)
SEL strategies create a critical link
between educators’ understanding of
students who have experienced trauma and
the neuroscience of complex trauma.
Understanding the science and strategies
helps the educator appropriately intervene
and re-engage the students (Stipp, 2019)
Analysis revealed six key components in
promoting student engagement with Social
Emotional Learning: Teachers prioritize
relationships with and between students;
allocate time to teach self-regulation and
social skills; provide and advocate for
academic, social, and emotional supports;
practice cultural humility and
responsiveness; strive to ally with parents;
and engage in ongoing learning and
reflection. (Koslouski & Stark. 2021)
SEL were concepts such as self-awareness
and self-control, social awareness, and
relationship skills as competences they
found important to be for successful
engagement (Ferreira, 2021)
Educators reported high student
engagement and improvements in
social–emotional, behavioral, and academic
outcomes from using SEL strategies like
self care, breathing and emotions and
trauma informed practices. (Jacobson,
2021)
Educators need to be attentive of student
Supporting Learning with TIA and SEL
TIA allowed students to focus on
individual success. Students had an
increased willingness to take academic
risks and decreased concern about failure
because of a growth mindset approach.
(Wall, 2021)
5
engagement during times of trauma.
Teachers need to emphasize student
engagement strategies, like developing
critical thinking skills, to avoid negative
behavioral engagement. (Roman, Brantley-
Dias, Dias, & Edwards, 2022)
Supporting Learning with TIA and SEL 6

Abstract

Discussion of the approaches used to benefit school environments has been debated for

some time. Over the years school environments have benefited from several approaches. All

aimed to benefit the school environment. Throughout this journey, research has proven that

education is not a one size fits all system for students affected by trauma. Most research shows

schools whose population includes trauma impacted students have better overall school

environments when their educators practice trauma informed approaches, teach, and model

social and emotional learning. Additionally, research looked at the importance of providing

educators with continued education and support on trauma informed approaches and social

emotional learning professional development. The vision for change is a professional

development that aims to engage educators with the many benefits trauma informed approaches

and social emotional learning provide to school environments home to students who've

experienced trauma. Each will share approaches that are sensitive to trauma. The professional

development sessions are designed to provide educators with a background on the impact of

trauma in the classroom, the connection between trauma and behavior, and student responses to

trauma and related practices.

Supporting Learning with TIA and SEL 7

Introduction

Children are shaped by events that they experience throughout their lives. Stressful or

traumatic events may cause lasting effects on a child's emotional state. Kirsten Seiler has seen

the effects that trauma has on the children who come through her third grade classroom. In 2017,

she began teaching as a mid-year hire and missed critical opportunities to connect with her

students at the beginning of the year. The classroom she stepped into had previously had three

other teachers due to staffing changes and long-term substitutes. Of these students, 36% fell into

the economically disadvantaged range. These students were the ones who moved frequently due

to eviction, domestic abuse, or other traumatic situations being experienced in their home life.

Due to the inconsistent relationships at home and at school up until this point, Kirsten realized

that her students needed to form strong relationships, not just with each other, but with her as

well if any learning was to occur this year. At this point in time, the school Kirsten teaches at has

a schoolwide percentage of 36.5% of economically disadvantaged students and many students

and teachers in the school are seeing the importance of implementing trauma informed

approaches when connecting with these students, while also needing to use social emotional

learning strategies to help the school community build strong relationships.

The use of social-emotional learning and trauma informed approaches in classrooms is

needed now more than ever. Over the last six years of his teaching, Richard Carey has noticed a

major increase in the need for social-emotional learning and trauma-informed approaches.

Starting in 2017, Richard did not realize the impact that teaching TIA and SEL could have. As he

progressed through his educational career he saw the number of students that had encountered

trauma skyrocket and the number of behaviors that were attached to these students do the same.

Beginning as a seventh and eighth-grade Social Studies teacher there were a lot of issues that
Supporting Learning with TIA and SEL 8

were being magnified as students were getting bigger and changing. If these changes are not

caught early they can manifest into life-altering situations that supply more trauma to go along

with it. Many of these students had behaviors that were cries for help for understanding and

relationships. When changing positions to teach kindergarten through fifth grade, Richard saw

where the problems started and tried to take action to make sure these traumas did not spiral out

of control. Using social-emotional learning and trauma-informed approaches is a way to create

meaningful student-to-teacher relationships, advise long-term planning and decision making and

help students regulate their emotions to become high-functioning adults.

Overtime research on social emotional learning and trauma informed approaches has

blossomed. The approaches are supported by understanding students' interactions and behaviors

in the school environment and the many levels of understanding student behavior. In 2018,

Derrick began teaching third grade at a public charter school in St. Mary's County, Maryland.

Richard Carey was a seventh and eighth grade history educator at the same school. The school is

situated in a neighborhood with the highest poverty rates in the county. The school population

only reflected a percentage of those living in the immediate neighborhood. About seventeen

percent of the school population was economically disadvantaged. The school's entire population

mirrored the demographics of county averages. This ensured a school environment composed of

a diverse study body. The charter school implemented a holistic approach to benefit their school

environment. The holistic approach was often helpful for educators when managing negative

behaviors with students. Students were presented with natural consequences when a negative

behavior occurred. This approach allowed students to build an understanding of how to

effectively solve the problem that brought them to the consequence. Derrick later transferred to

Kirsten’s school and learned the holistic approach was not the only approach beneficial for
Supporting Learning with TIA and SEL 9

students. The new school would present him with a student population that was significantly

economically disadvantaged. When Derrick began teaching fourth grade mathematics at his new

school he was confident that we would be able to use the same holistic approaches to benefit his

new school community. He learned that this group of students needed approaches that were more

specific to each student's individual needs, due to trauma experienced. It was at this moment that

Derrick witnessed the benefits of trauma informed approaches.

Creating Strong Relationships Between Educators and Students

In the education system, students from traumatic situations need to trust those around

them in order to be available for learning. Trust is important in any environment, especially

when working with young children. When students spend the majority of their day with adults

that are not their family, they need to feel safe and feel that they can rely on those around them.

The strong relationships students form with educators will foster a feeling of safety within the

classroom for students who have experienced trauma (Koslouski & Stark, 2021). Teachers and

school administrators have found that trust-based relational intervention helps teachers become

better listeners and allows educators to create stronger relationships with students (Kilpatrick &

Stipp, 2021). These intervention methods lead to educators developing the ability to listen to

their students and ensure they feel heard and understood.

The relationships between teachers and students in the classroom are critical to building a

strong classroom community. Relationships built using trauma-informed approaches are critical

in fostering students' academic ability when they come from traumatic backgrounds (Koslouski

& Stark, 2021). These relationships built with students, those affected by trauma and not, help to

provide them with feeling comfortable in the classroom community. When students are

comfortable in the classroom and around their peers, they can be readily available for learning.
Supporting Learning with TIA and SEL 10

Through consistent routines such as morning greetings, educators are able to foster strong

relationships between students and teachers with the use of positive language (Ballin, 2022).

Educators can use non-instructional strategies to focus on developing strong relationships with

students. Modeling the importance of voice to students can help them to learn how to listen to

others in the classroom community (Dyson, Howley, and Shen, 2021). Teaching students the

importance of voice can be done in a variety of ways. Simply asking students about their life

outside of school and modeling active listening. Inviting students to participate in lunch bunches

with the teacher and several peers can model having a voice in the class by having students share

information about themselves and their lives with peers and the teacher. Another way in which

educators can model the importance of voice is by asking students for feedback and then finding

ways to use that feedback within the classroom community. This allows students to feel that their

opinion matters and that their teacher listens to their feedback. In a study completed by

Kilpatrick and Stipp, participants found that it was beneficial to practice whole body listening.

They felt that this helped to build their listening and relationship making skills within their

classroom (Kilpatrick & Stipp, 2021)

Non-instructional strategies that focus on building relationships, like morning meetings,

can build strong relationships between the classroom teachers and students. Morning meetings

provide an opportunity for the class to get settled first thing in the morning. When educators

value building rapport with students, they were able to create an environment in which students

felt supported and safe, leading to academic success. This rapport is created through the use of

non-instructional strategies such as icebreakers, one-on-one conferencing, and making the

classroom safe for all (Roman, et al., 2022). These activities bring the class together and offer

opportunities for students to share things about themselves and listen to their peers.
Supporting Learning with TIA and SEL 11

Through sharing and listening, students learn about each other and create strong

connections. During this time, the teacher is able to learn more about students and create

connections as well by modeling active listening strategies. Teachers describe that building

classroom communities is important because they help students to feel calm, safe, and that they

are accepted in the class. When a classroom community is established, students are able to build

relationship skills with their peers and see themselves as a part of the larger school community

(Koslouski & Stark, 2021).

Educators with limited experience with students in trauma may face a level of

miscommunication in their relationship with these students. This miscommunication could lead

to a challenge when forming a relationship (Dyson, 2021). Without the proper knowledge of

approaches to utilize with students in trauma, educators may eventually find themselves in a

challenging situation where they cannot best provide for a student. Students can be just as

observant of relationships as educators can be. When students sense that their teachers or other

school personnel are not engaged in a relationship or not interested in them, they shut down or

choose not to trust leading to difficulties

Academic successes rise from trauma-informed teaching, because when students have a

trusting relationship with educators they are able to access all of the fundamental teaching.

Trauma-informed educators use strong and trusting relationships as the imperative first step,

preceding learning. It is only after these educator–learner relationships are formed that learning

can occur. Relationships are first, learning is second (Jacobson, 2021). These relationships are

important to the classroom community because when students feel secure in their learning

environment, they can focus on academics. Relationship building does take time, so educators

are encouraged to spend time at the beginning of the year connecting with students and building
Supporting Learning with TIA and SEL 12

relationships within their classroom. Bonds that teachers and students form are the most

important relationship in education systems that must be encouraged to grow (Roman, et al.,

2022).

When educators have strong relationships and connections with students, they are able to

identify student strengths, weaknesses, and potential triggers that may be related to traumatic

situations. This background allows educators to have plans or methods in place with students to

best support them in their academic setting for success.

Trauma-informed approaches (TIA) and SEL strategies enhance students' social skills

Not only do trauma-informed approaches (TIA) and SEL strategies help with teacher and

student relationships, but they also enhance students’ social skills with each other. The last few

years of students' education have been traumatic for students of all ages. In an ever-growing

landscape of increased technology and less face-to-face interaction, they encountered a problem

that has not been faced in modern education: A global pandemic. This pandemic created a shift

in learning that resulted in less face to face interaction and less building of crucial social skills

that could help students develop critical thinking, problem solving, and conversation skills. This

lack of interaction is especially harmful to our students in early education. In the early years of

education, students are missing human interaction. Students are not physically getting together

which is needed for well-being and overall development (Timmons et al., 2021). According to

Timmons, it is crucial that trauma-informed approaches and SEL strategies are used to help

students regain some of their lost social skills and for their overall mental well-being.

Lost behind a screen, students turned to chat boxes to converse with each other, with little

to no consequences for what they said behind their screens. With the use of TIA and SEL

strategies, educators can create an environment where students feel safe and comfortable talking
Supporting Learning with TIA and SEL 13

to each other again. Student to student relationships and trust is fostered by class meetings, and

students are taught to focus on the positives of kind conversations where they fill their “social

buckets,” and are taught polite responses like “congratulations'' or “thank you,” and prosocial

skills (Wall, 2021). These skills are necessary for students to be able to create a dialogue with

each other and feel as if they are appreciated members of their classroom community. Educators

need to intervene to teach students what their emotions are and how they can manage them.

Direct instruction on social-emotional skills, like the ability to change their emotional states to

blend with their environment and reading the cues of others, can help improve student-to-student

relationships and improve how they evaluate social situations and determine what is expected or

required (Wall, 2021). Strategies like emotional grounding, cognitive restructuring, or softening

their demeanor help them better communicate and reduce problems in the classroom. Using these

strategies allows students to recognize social cues and their peers’ feelings to help create a social

environment that makes them confident and comfortable which can allow them to take more

academic risks.

Feeling safe in the classroom is also key for students to consistently attend school.

Students that encounter trauma-informed approaches are more likely to attend school. According

to Wall’s study, schools that implemented trauma-informed approaches saw an increase in

overall attendance and had students feeling safe and being fed which allowed improvement in

students’ ability to talk to adults, peers, and themselves (Wall, 2021). Getting students in the

building and interacting with peers is pivotal for students to show improvements in their learning

and social skills. This is especially important for students that do not have a strong support

system at home. Teachers worried about students who did not have a safe environment, or

positive social interactions, at home (Timmons et al., 2021). According to Timmons's study,
Supporting Learning with TIA and SEL 14

teachers expressed concerns about student-to-student interactions for students who had limited

social support at home. The use of trauma-informed approaches allows students to be

comfortable, gets them in school, and builds the skills needed to succeed in their academic

futures.

The power of collaboration and the ability for students to see each other succeed and fail

has always been a staple of education. By merging trauma-informed practices that encompass

physical, social, and emotional safety into the classroom students are provided with opportunities

to develop their collaboration skills. Allowing students to develop these skills in a safe

environment allows them to learn from each other and from their mistakes giving them a voice in

their classroom and school communities (Roman et al., 2022). The ideas that students generate as

they discuss with peers are stronger than those that result from direct instruction. Using SEL

strategies to teach students how to interact with other students can allow them to listen to ideas

that they may not have generated themselves and create their own conclusions in a safe and

supportive environment. Their acceptance of these strategies can help students feel a sense of

belonging and avoid negative thinking that may have plagued their pre-TIA learning.

A major skill to help students avoid negative thinking is conflict resolution. Managing

conflicts is a difficult concept for many early education students. Conflict in the classroom

allows for negative thinking, long-term resentment, and an overall feeling of distrust in the

classroom community. In TIA and SEL strategies, conflict resolution skills are taught which

provide children with healthy problem-solving options and peace-making skills to solve “small”

problems on their own (Wall, 2021). Conflict resolution strategies, like peer mediation groups,

emotional regulation techniques, and replacement of negative thoughts, help students identify

and rectify problems that could grow into larger issues. Having students manage their problems
Supporting Learning with TIA and SEL 15

with their peers allows them to control their relationships, create meaningful change within their

social groups, and give them lifelong skills to manage conflicts.

The purpose of TIA and SEL is for students to change their mindsets. These new

mindsets create a place where they can be healthy, safe, engaged, supported, and challenged.

Teaching with these strategies and mindsets, allows students to create meaningful relationships

with their peers in a way that can transform with academics and eliminate social barriers that

would hamper them in the future. The data shows the need for students to cultivate relationships,

relinquish some control over students, provide social-emotional instruction, address issues

compassionately and promptly, and embrace a growth mindset (Wall, 2021). The need for SEL

and TIA is critical for students to be able to thrive with their peers. These strategies can unlock

students' abilities that they did not have before and build on abilities that they are lacking. These

social skills build students' confidence, create meaningful relationships, and help students change

their mindset when interacting with other students. These strategies show multiple improvements

in student learning and behavior and should be used to create better academic opportunities for

student-to-student relationships.

Trauma informed approaches and social emotional learning increase engagement for

students in the school environment.

In addition to improved social skills, trauma-informed approaches and social-emotional

learning can be beneficial to the school environment. Many educators have experienced student

disengagement during activities and find themselves refreshing lessons and classroom activities

to engage all students. Student disengagement may be presented as refusal to complete activities,

withdrawal from peers, not attending school on a regular basis, or even display of disruptive

behaviors (Parker & Hodgson 2020). These instances of disengagement are experienced in many
Supporting Learning with TIA and SEL 16

classrooms and present ongoing challenges for school communities every day. Trauma informed

approaches and social emotional learning are driven by new research and theories around

childhood trauma that help improve student and educator engagement in the school environment.

The use of these approaches strengthens student trust and respect in the school environment and

eagerness to participate in school activities (Avery, 2022).

Increasing students' eagerness to participate in instruction or school activities can become

challenging if proper approaches are not utilized in a school environment. For some school

environments and educators, this challenge is due to an underdeveloped understanding of a

student or group of students. Some of these students may be suffering from trauma. Social

emotional learning can create a critical link between educators’ understanding of students who

have experienced trauma and the neuroscience of trauma (Stipp, 2019). Trauma can be complex

and understanding the science and strategies associated with social emotional learning helps to

provide educators with appropriate ways to intervene and re-engage students. This critical link is

developed through education on social emotional learning for both educators and students apart

from the school environment. Stipp’s study showed that the educators who received this

education showed growth in the efficacy of classroom management and preparedness for dealing

with observable changes in students like stress or disengagement. Understanding how to deal

with these situations can greatly improve a school environment for both students and educators.

Once teachers have received education on social emotional learning they are often encouraged to

use models and teach those strategies in their classrooms. The goal is to provide students with

approaches and strategies that will continue to benefit them as lifelong learners.

Further analysis in another study revealed six key components for intervening and re-

engaging students. The study found that when educators prioritized relationships with and
Supporting Learning with TIA and SEL 17

between students; allocate time to teach and model self-regulation and social skills; strive to ally

with parents; and engage in ongoing learning and reflection both educators and students feel

more purposefully engaged in their school environments (Koslouski & Stark. 2021). Many

would present the argument that these components are the cause of disengagement. Some

stakeholders believe that school environments should be ruled with an authoritative approach

like in the past. In this scenario, students are referred to the principal for minor unexpected

behaviors and could even receive consequences like suspension and expulsion. The concepts

described in Koslouski and Stark’s study may seem unconventional in comparison to traditional

engagement tactics but each concept continues to prove across multiple studies to be effective for

engaging students in the school and classroom environments.

The educators featured in Koslouski and Stark's study used a variety of social emotional

learning strategies to achieve student engagement. One of the strategies that educators noticed

increased engagement from was allocating time in the school day to teach self regulation. For

students, self regulation often looks like regulating physical and emotional needs in any given

situation. To achieve this with their students educators included students in mindfulness exercise,

yoga, movement breaks, and quiet time where they practiced being calm and centered. During

each exercise, the teacher modeled what they were looking for from students. Following

activities like this one, the teachers reported regularly modeling their own self regulation.

Similarly, educators in another study dedicated time to other social emotional learning

strategies like teaching self awareness and relationship skills to students. Social emotional

learning strategies such as self-awareness and self-control, social awareness, and relationship

skills as school competencies were found to be successful in increasing student engagement

(Ferreira, 2021). Based on the research, it is evident that teaching and modeling social emotional
Supporting Learning with TIA and SEL 18

learning strategies can greatly impact a school environment. If students are taught what it looks

like to be in self control during different situations they are able to attend to instruction without

as many distractions and interruptions. Some other examples of ways students are taught to

manage their emotions and practice self regulation are through social emotional learning

concepts like self-care and breathing. (Jacobson, 2021). These strategies can also prove to be

helpful for educators to model when they are experiencing a moment of frustration or something

unexpected occurs. Based on the above research, it is evident that effective teaching and

modeling of social emotional learning strategies can carry great benefits for a school

environment.

Social emotional learning proves to be beneficial for school communities as a whole

although some students who have been affected by trauma may require an additional approach.

Trauma can cause students to become distracted and lose engagement.When some students

disengage they can display disruptive behaviors and often interrupt an activity, reducing

important instructional time. Studies show that students who have experienced trauma feel more

engaged with their academics in classrooms where educators are able to use trauma informed

approaches to address behaviors (West, 2014). Trauma informed approaches often provide

students with targeted instruction specific to their needs on topics like self regulation, problem

solving, and other social skills. Trauma informed approaches are broken into two categories,

instructional and non-instructional approaches. Instructional approaches include multisensory

lessons, predictable classroom routines and transitions, and positive behavioral supports. Non-

Instructional approaches focus on building relationships with students to strengthen their sense of

safety and trust in the classroom. Both forms of approach aid in increasing student engagement

(Koslouski & Stark. 2021) Social emotional learning strategies are widely beneficial for school
Supporting Learning with TIA and SEL 19

environments however, some students may require an additional approach to help improve their

engagement in the school community.

Trauma informed approaches aim to provide educators with a targeted approach for

meeting the needs of students who have experienced trauma and adversity in their lives

Educators need to be attentive to student engagement during times of trauma. Teachers need to

emphasize student engagement strategies, like developing critical thinking skills, to avoid

negative behavioral engagement. (Roman, et al., 2022). Many educators have experienced

student disengagement during an activity and find themselves refreshing lessons and classroom

activities to engage all students. Educators may provide students with anticipatory activities

throughout a lesson or utilize randomized question and answer applications to increase

engagement in a lesson. Using strategies like these could cause students who have experienced

trauma or who have a lack of social and emotional awareness to disengage from the lesson or

activity (Koslouski & Stark. 2021). This reason for disengagement can be challenging to

understand and solve for educators. This creates a barrier of understanding between both the

students and educators and often further burns out the educator and their abilities to re-engage

the student. Educators and students alike discover challenges when engaging with one another in

their one singular environment, the school. Trauma informed approaches can be used by

educators to improve their interactions with students and further engage in the school

environment.

Trauma informed approaches allow students to focus on individual success and set goals.

Goal setting and knowledge of individual success play a huge role in motivating student

engagement in the school environment. Growth mindset is a popular component of trauma

informed approaches and is often used when students feel that they cannot do something due to a
Supporting Learning with TIA and SEL 20

lack of experience or knowledge. Growth mindset aims to alter the students' thinking and

persuade them to not be defined by the abilities and skills they lack based on adversities they

experienced. Students are taught that with determination and goal setting that they can

accomplish things they once thought were out of reach. In his research review, Wall further

explains that trauma informed approaches allow students to focus on individual success. Students

had an increased willingness to take academic risks and decreased concern about failure because

of a growth mindset approach (Wall, 2021). This is a huge accomplishment for students

regardless of their lived experiences. Being comfortable with taking risks shows that the student

feels engaged and supported by the school environment. The growth mindset approach proves

effective in developing students' abilities to understand their own abilities and set goals to

improve them. The use of trauma-informed practices like growth mindset can lead to

improvements in the students’ abilities to feel comfortable, successful, and excited to attend

class. (Jacobson, 2021)

Some may present the argument that students are effectively supported and engaged in

the school environment without trauma informed approaches and social emotional learning

concepts. A recent study concluded that students who experienced trauma learn best in schools

that integrate trauma informed approaches (Ballin, 2022). These approaches help students learn

social emotional skills, as the trauma informed educators’ model and teach social emotional

learning. Providing students with models and education on these approaches can promote greater

success for students as lifelong learners and greatly improve the school environment.
 Supporting Learning with TIA and SEL 21

Vision for Change

Rationale and Target Audience

The importance of understanding TIA and SEL is critical to the success of students in

trauma and their school communities. To ensure that all involved in these communities, students

and educators alike, school buildings need to give their staff the right background knowledge and

resources. Buildings with high populations of students in trauma need to have educators who

have effective strategies in place to support them from day to day. To help with this, professional

development will be given at school sites based on the needs of all educators who work with

students in trauma from day to day. Professional development sessions will happen at three

points in the year to give educators opportunities to take the information learned and begin

implementing strategies.

Professional Development Plan

Targeted Audience Elementary educators who work with students in trauma.

Location Individual school sites as needed based on demographics

PD Goal To inform educators of the impacts that trauma has on students in their
buildings and how to implement social emotional learning strategies in their
classrooms.

Topics Method/Strategy Resources Time

Frame

Session 1 Whole-school professional Trauma Sensitive 30 - 40

The impact of development session prior to the Schools website minutes
trauma school year.
The Impact of Trauma Beginning
Presentation/Group sharing on Learning of the
school year
(August/
September)

Session 2 Whole-school professional Erikson's 30 - 40

Connection development session during mid- Stages of minutes
between trauma school year. Psychological
 Supporting Learning with TIA and SEL 22

and behavior Development Beginning

Presentation/Group Sharing Trauma of
Sensitive Schools December
Website

Session 3 Whole-school professional The Five F’s of 30-40

Student Responses development Trauma Minutes
to Trauma and Presentation/Small Group Discussion The effects of March/
Trauma Sensitive April
childhood
Practices
maltreatment on brain
structure, function, and
connectivity.
The Repair Of
Early Trauma: A
“Bottom Up”
Approach
Childhood
Trauma: What is it and
why is it important?
Emotional
Shutdown -
Understanding
Polyvagal Theory

Session 1- The impact of trauma

Audience Elementary educators who work with students in trauma.

Objective The objective of this PD session is to inform educators of the impacts that
trauma can have on students' learning.

Engagement 1. Educators will start off by being sorted by grade level teams.
2. Each team will then generate a list of potential traumatic factors their
students are impacted by.
3. Teams will do a gallery walk to see other teams' lists of factors.
a. Followed by a discussion of common factors and how they
impact students.
4. Instructors will share a short video overview from the Trauma
Sensitive Schools website to introduce them to the ways trauma
impacts learners in their classroom.
 Supporting Learning with TIA and SEL 23

Activity 1. Presenters will ask educators for input on ways in which they see
trauma impacting their classroom community.
a. Responses could include difficulties:
i. communicating
ii. focusing
iii. organizing information
iv. forming relationships
v. understanding social cues
vi. acting out
2. During the next part, the presenters will share trauma informed
approaches with staff to inform all staff of how the school community
can come together to support students in trauma.
a. Trauma informed approaches:
i. Expect students to react differently to situations
ii. Think about the interaction before you act
iii. Build strong relationships
iv. Be consistent and build routines
v. be supportive with feedback

Reflection 1. Each team will reflect on the lists generated at the beginning of the
PD. They will try to think of ways they could incorporate trauma
informed practices in their classroom to help students succeed.
2. Share these thoughts on a padlet to be shared with all participants.

Resources Trauma Sensitive Schools website

The Impact of Trauma on Learning

Session 2- Connecting trauma and student behaviors

Audience Elementary school staff who work with students who have been impacted by
trauma

Objective The objective of this PD session is to inform educators of the

relationship between trauma and student behaviors.

Engagement 1. As educators enter the room they will be greeted by presenters and

welcomed with calming music and directed to instructions posted for

 Supporting Learning with TIA and SEL 24

an engagement brainstorm activity.

2. To begin the activity educators will scan a QR code with their device

that will take them to a Padlet. Educators will share their thoughts on

why trauma is an issue that needs to be addressed in our school.

Padlet allows for keeping answers confidential which is proven to

encourage increased participation.

3. Presenters will share responses and discuss the following reasons

trauma needs to be addressed. Responses may vary by school but, a

few examples include:

a. Promotes behavior that is less than beneficial to students

themselves and everyone around them

b. Internal understanding is that they are never enough even

when they are successful

c. Subtle and unnamed

d. Impacts personal relationships, performance, and parenting

throughout an adult’s life

4. Presenters will now focus on behaviors specifically.

Activity
1. Educators will be asked to refer to the handout they received to

identify one student in their classroom that has experienced trauma.

Then, educators will list some of the behaviors they observe from that

student on their handout that do not meet grade level expectations.

2. Educators will then be given time to turn and talk with nearby
Supporting Learning with TIA and SEL 25

colleagues about some of the behaviors they recorded. The handout

will include space for educators to compare and contrast what they

share with one another.

3. Presenters will bring the group back together to discuss what they

shared and explain the purpose of today's professional development is

to build an understanding of the behaviors we are observing and to

begin a conversation about trauma informed approaches to improve

these behaviors.

4. Presenters will provide educators with handouts featuring Erikson’s

stages of psychosocial development.

5. Presenters will instruct educators to look at the first 6 months of

psychological development and to think about what would happen if a

student does not meet this milestone. Educators will be invited to

share their thoughts.

6. Post discussion teachers will be tasked with completing a “Scavenger

Hunt” while using their handout on Erikson’s stages of . The

scavenger hunt is designed for educators to find the answers within

their own classrooms. The following questions will be asked:

a. Do you have any students in your class that do not feel safe to

try? What stage do you believe they are stuck in?

i. Example Response: Years 2-3 Autonomy vs. Shame

(self-doubt)

b. Do you have any students who will quit if they believe they
 Supporting Learning with TIA and SEL 26

are failures?

i. Example Response: Years 6-Puberty, Industry vs.

Inferiority.

c. Do you have students who are distrustful of adults AND feel

suspect of authority?

i. Example Response: Year 1 of Life Trust vs. Distrust

7. At the conclusion of the scavenger hunt. Educators will be asked to

return to the student they chose to think about at the beginning of the

PD.

Reflection 8. Each educator will reflect on the student they picked at the beginning

of the activity and identify what stage of psychological development

they fall into. Educators will be asked to think of one trauma

informed approach that would help the student develop skills that are

lacking in their current stage. Educators will be reminded that these

approaches help move students forward to the stage that matches their

age. This will not be done from one approach but done through

consistent use of approaches over time.

9. Educators will share their thoughts on a padlet and some approaches

will be modeled for the group from presenters and volunteers.

Educators will be provided support/resources to continue their education of

trauma and related behaviors following the closure of the PD. They will be
provided with a list of possible approaches to use for each stage.
 Supporting Learning with TIA and SEL 27

Resources Erikson's Stages of Psychological Development

Trauma Sensitive Schools Website

Session 3

Audience K-8 staff that is working with students

Objective To inform staff on Student’s responses to trauma and the trauma sensitive
practices needed to help students encountering trauma.

Engagement 1. Staff will complete a short kahoot with questions from previous

sessions to see what they can recall about trauma informed practices

2. Educators will be placed in small groups

3. Educators will be asked What tools do you use to deal with stress?
They will discuss this question with their groups
4. Staff will share a few responses with the whole group.

Activity 1. What does it mean to be “trauma informed”?

2. Watch the video Childhood Trauma and the Brain | UK Trauma
Council
3. Discuss the ideas of latent vulnerability and social thinning in small
groups. How do you think that affects students at our school?
4. Look at how development changes the brain and the behaviors that
present themselves.

5. How
can we
help?
Give

educators a type of
intervention. Somatic
interventions, cognitive interventions, and relational interventions.
Each group will discuss their intervention with two other group
members in a modified jigsaw.
6. Watch the video Brené Brown on Empathy vs Sympathy

Reflection ● On chart paper create a word wall of the different strategies to use for
 Supporting Learning with TIA and SEL 28

the different types of interventions

○ Somatic: Deep breathing, grounding techniques, engage the
senses, the shoulder drop, etc…
○ Cognitive: Acknowledge ->Validate ->Experience ->Release,
cognitive restructuring/reframing, “What else might be true?”,
music and art, etc…
○ Relational: Model appropriate coping, avoid sudden or
dominating movements, soften your voice to help with
grounding, etc…

● How can we model appropriate behavior while we are frustrated?

Resources The Five F’s of Trauma

The effects of childhood maltreatment on brain structure, function, and
connectivity.
The Repair Of Early Trauma: A “Bottom Up” Approach
Childhood Trauma: What is it and why is it important?
Emotional Shutdown - Understanding Polyvagal Theory

Conclusion

While some students within the school community are not affected by trauma, those that

are benefit significantly from support being put in place to help them succeed. Educators that

understand the importance of relationships in the school community, students feel valued and

supported. Students that feel supported in the classroom are more comfortable around their peers

and will develop the necessary social skills to develop strong relationships. When students have

strong relationships with their teachers and peers their engagement in the classroom increases.

All of these aspects positively impact students and educators every day.
Supporting Learning with TIA and SEL 29

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