Empowering Native American Students through Trauma-Informed Teaching and Mental

Health Support Strategies for Enhanced Classroom Learning

Southern New Hampshire University

PSY 540 6-2 Final Project Milestone Three: Rough Draft of Final Proposal

October 31, 2023

 Problem Statement

Contemporary Problem

When Native American children are in survival mode due to mental health issues, they

confront additional obstacles when navigating trauma-based education. Many Native American

tribes have suffered from historical and intergenerational traumas, which have led to problems

including cultural isolation, poverty, and inadequate mental health care (Bertram & McDonald,

2015). Students weighed down by the effects of such tragedies may struggle to participate

actively in class. Further complicating matters is the fact that Native American communities

have a negative view of mental health care. Students may be hesitant to discuss their mental

health issues for fear of stigma and prejudice. Due to this resistance, they may continue to suffer

from tension, worry, and even despair. Constant pressures and emotional upheaval negatively

impact academic performance and memory retention. The constant fear of danger might damage

their social interactions, making them distrustful of their classmates and teachers. Mental health

issues compound these difficulties because they make it harder for students to feel good about

themselves, which might make it challenging for them to control their emotions. These inner

conflicts have a severe impact on their schoolwork and contribute to a vicious cycle in which

their mental health problems are exacerbated by their schoolwork.

Trauma-informed teaching practices and mental health support through specific

approaches aimed to meet the particular needs of these native American children dealing with

emotional difficulties while surviving. Educators can make learning environments safe by using

a culture-sensitive curriculum that honors their culture, history and tradition. Using schemes like
buddy pairing and small group activities to implement individualized learning plans to deal with

a student's challenge, such as social anxiety, will guarantee that each learner receives

personalized assistance. Trained therapists conduct one-on-one counseling sessions in a private,

confidential environment where students can share their worries, acquire problem-solving

approaches, and learn how to deal with emotions. Using the parents or guardians as agents of

change involves informational interventions such as family workshops and counseling sessions

to educate parents on the mental health needs of the children they care for (Champine et al.,

2022). The safety of trauma-informed approaches results in conducive emotional regulation and

learning.

Selected Area of Cognitive Psychology and Foundational Theories

The significance of integrating trauma, learning, and mental health is paramount within

this framework. Cognitive psychology significantly emphasizes cognitive processes' influence on

learning and mental well-being. The Social Cognitive Theory places significant emphasis on the

pivotal role of observational learning in forming human behavior, cognition, and emotion. Based

on this theoretical framework, individuals acquire knowledge through personal experiences and

observing others within social contexts (Bertram & McDonald, 2015). The Polyvagal Theory

examines the physiological reactions of the autonomic nervous system to stress and trauma. The

vagus nerve plays a crucial role in promoting a state of calmness and fostering social connection,

thereby facilitating optimal learning and regulation of emotions in contexts about safety and

security (Brunzell et al., 2019). Nevertheless, when confronted with trauma or a perceived threat,

the autonomic nervous system initiates defensive mechanisms, such as the fight-flight-freeze

response, which impede cognitive functioning and emotional welfare.

 The Social Cognitive and Polyvagal theories are fundamental in trauma-informed

education approaches. Trauma-informed education recognizes the influence of trauma on the

learning process and advocates for establishing supportive, empathetic, and safe learning

environments. Educators whom Social Cognitive Theory influences recognize the significant

impact of positive modeling and supportive relationships on students' reactions to traumatic

experiences. Similarly, applying the Polyvagal Theory in trauma-informed practices is

instrumental in highlighting the significance of effectively managing students' physiological

reactions, fostering a sense of safety and connection within a school setting (Champine et al.,

2022). The incorporation of these theories into tuitional strategies enables educators to cultivate

resilience, emotional regulation, and positive social interactions among Native students who are

grappling with trauma and mental health challenges.

Performance Issues and Cognitive System Limitations

The limitations of the cognitive system become evident in high-stress environments. The

impact of trauma on individuals' cognitive abilities, such as memory, attention, and executive

functions, can impede students' capacity to concentrate, participate in critical thinking, and retain

information (Temkin et al., 2020). Mental health conditions, such as anxiety and depression,

have an additional detrimental effect on cognitive functioning, intensifying the difficulties

(Wiles, 2018). The constraints of the cognitive system, in conjunction with the psychological

ramifications of trauma and mental health disorders, pose a substantial impediment to attaining

optimal learning outcomes.

Research Question
 How do Native American children who are in survival mode in the classroom because of

mental health difficulties benefit from trauma-informed teaching practices and mental health

support services?

Contemporary Relevance

Evaluation of Theories

Theoretical frameworks about learning, trauma, and mental health are paramount in

comprehending the difficulties encountered by American students within the context of trauma-

informed education. The Social Cognitive Theory emphasizes observational learning and

underscores the significance of role models and supportive environments. According to Bertram

and McDonald (2015), this study provides valuable insights into the potential of positive

modeling and empathetic support to alleviate the negative impact of trauma on the learning

process. These theories place significant importance on establishing trauma-sensitive classrooms,

highlighting the need for educators to recognize trauma's profound influence on students'

behavior, emotional regulation, and ability to learn. Through cultivating supportive teacher-

student relationships, educators can create secure environments where students experience

authentic understanding and appreciation (Luthar & Mendes, 2020). Implementing this approach

holds particular significance within Native American communities, as the interplay of historical

traumas and cultural influences profoundly impacts students' scholastic trajectories.

Research lies in exploring cultural competence theories, specifically in understanding the

impact of racial stressors and cultural nuances within teaching environments. In Native

American communities, where cultural identity is of utmost significance, this knowledge

becomes essential. Cultural competence encompasses the recognition and acknowledgement of

historical traumas, the respectful honoring of traditions, and the incorporation of culturally

relevant teaching methods (Saleem et al., 2021). Educators with a high level of cultural

competence can establish inclusive pedagogic settings that demonstrate respect for a wide range

of perspectives, thereby cultivating a deep sense of belonging among students of Native

American descent. Resilience-based approaches acknowledge the capacity of Native American

students to navigate the historical and contemporary challenges they encounter (Wiles, 2018).

Recognizing and cultivating these innate abilities can enable students to overcome challenges,

establishing a firm basis for achieving academic excellence (Luthar & Mendes, 2020).

Nevertheless, despite their inspirational nature, these theories may unintentionally impose the

complete responsibility of overcoming trauma on students, potentially disregarding the systemic

factors contributing to their difficulties.

Although these theories provide valuable insights, they demonstrate certain limitations,

mainly when applied to Native American populations. The Social Cognitive Theory, although

comprehensive, may potentially oversimplify the significant influence of historical and cultural

traumas that are distinct to Native American communities. The Polyvagal Theory, although

providing an understanding of physiological reactions to stress, may exhibit a deficiency in

cultural specificity by disregarding the impact of cultural elements on these reactions (Parker &

Hodgson, 2020). While trauma-informed education models offer advantages, they may not fully

encompass the complex cultural factors that influence the experiences of Native American

students.

Utility of Theory
 The Trauma-Informed Education Theory is the best and most relevant model for

educators to employ in addressing trauma-based learning and mental health concerns of Native

American learners. The original theory emphasizes the provision of secure, sensitive, and

culturally competent environments that acknowledge the pervasive effect of trauma. The

emphasis that this theory places on looking into the trauma history of an individual and how that

expresses itself in behaviour is essential in cases of Native American students, especially those

who have experienced historical and intergenerational traumas (Saleem et al., 2021). The

Trauma-Informed Education Theory concentrates on the traumatic cause rather than solely

addressing outward signs, which is quite applicable for Native American communities whose

lives are characterized by numerous traumas. This focuses on working together, appreciating

cultural differences, and empowering the practitioners to apply culture-based healing therapies

and use indigenous knowledge in addressing their clients' requirements.

Moreover, the idea supports building healthy relationships among teachers, students, and

the community, an essential characteristic of the society for native American people. Such

relationships enable the providers of emotional aid and a stable environment critical to recovery

and studying. Additionally, the Trauma-Informed Educational Theory involves more than merely

providing exceptional services to individual learners since it focuses on the entire educational

environment that requires comprehensive policy changes regarding procedures, attitudes, and

beliefs (Wiles, 2018). The holistic approach to support systems is more than just tailored to meet

the unique needs of individual native American students; it is institutionally sensitive to their

cultural, social and other general needs, thus enabling them to fit into society.

Interpretation of Research Findings

Application of Research Results

The primary and secondary sources that have been chosen offer significant evidence to

support the research question by providing comprehensive perspectives on trauma-based

learning, mental health, and effective teaching strategies, particularly about Native American

communities. The research conducted by Bertram and McDonald (2015) highlights the

importance of mental health support in individuals who have experienced trauma, as it facilitates

a shift from mere survival to a thriving state. The researchers' study explores the complex

psychological aspects of trauma, providing insightful viewpoints on how interventions targeting

mental health can benefit academic achievements. Brunzell et al. (2019) provide a

comprehensive overview of pedagogical strategies embedded within a positive education model

informed by trauma-sensitive practices.

Through statistical data analysis in conjunction with qualitative insights, this study

elucidates the intricate and multifaceted characteristics of trauma and its ramifications on mental

well-being. Educators and mental health professionals can utilize these findings to develop

comprehensive support services. The study by Luthar and Mendes (2020) centers on trauma-

informed schools and emphasizes the significance of supporting educators. The research

emphasizes the correlation between teachers' well-being and students' mental health. Schools can

create a more supportive environment by addressing teacher stress and mental health, indirectly

benefiting the students' well-being and learning experiences. Saleem et al. (2021) study delves

into racial stress and trauma, acknowledging the cultural nuances within educational contexts.

There is a need to advocate for a holistic approach, aligning with the whole school, whole

community, and whole child model. Schools can provide comprehensive mental health support

services by implementing policies informed by these findings (Temkin et al., 2020). The
statistical data in this research highlight the effectiveness of a holistic approach, substantiating its

applicability in trauma-based education. Wiles's (2018) narrative inquiry into teacher stress

offers qualitative insights into educators' challenges. While not solely focused on students, this

research indirectly informs mental health support services by emphasizing the importance of

teacher well-being, which contributes significantly to the overall classroom atmosphere.

Strengths and Limitations of Research Findings

This study demonstrates Strengths using different methods, such as quantitative analysis

and qualitative inspection regarding trauma-focused education and mental health. Such

investigative pieces highlight the complicated psychological aspects of traumatization and

underscore the need for culturally congruent interventions. These build on a knowledge system

linking trauma, mental health, and appropriate pedagogical skills necessary to create facilitative

learning experiences (Temkin et al., 2020). Nevertheless, limitations are evident, for starters,

while some research recognizes multiculturalism with little regard for Native American

populations.

Gaps discovered highlight the need for subsequent investigations. For starters, research

must be done explicitly on Native American communities, considering their unique

background. They consider how historical trauma and traditional healing processes shaped

learning, and psychological health is crucial. Long-term longitudinal studies about the lasting

impacts of native American trauma-based education interventions have been missing. These

assessments will determine the sustained effectiveness of mental support services and teachings

in long-term periods. Exploring these components and developing holistic support services for

the multifaceted aspects of mental health is essential (Temkin et al., 2020). Most studies
concerning the support of mental health for native American student focuses on traditional

healing practices, community integration, and family involvement.

Methodological Principles

Socially Responsible Strategies

Cultural competence and socioeconomic approaches must be used to promote resiliency,

trauma-based learning, and mental health support among Native American students. One of the

ways could be applying trauma-informed education models that lead to creating trauma-sensitive

classrooms. These models entail training educators on trauma manifestations and how to

respond, creating a conducive school environment (Brunzell et al., 2019). Community-based

activities have proven vital in ensuring the holistic recovery of people with mental disorders and

substance abuse by having people in the neighborhood involved in designing recovery programs

applicable to their culture and norms (Champine et al., 2022). The approaches incorporate the

Native American philosophy by affirming the group's and ethnicity's value in the recovery

period.

Implications of Strategies

These strategies are applicable when implemented within Native American communities,

with profound implications. Trauma-informed education has been culturally sensitive,

empowering students to feel safe and at home (Parker & Hodgson, 2020). Doing so helps the

students' families by positively influencing the surrounding community and families. Community

involvement helps bond and builds pride and cultural identity, leading to better mental health

(Temkin et al., 2020). It may be able to disrupt systemic patterns and provide a way for children
to look forward to something better, yet they help protect and enrich the cultures of indigenous

people. Nonetheless, it is essential to note that these implications involve confronting the legacy

of past traumas and inequality systems, which demand continual support from educators,

communitarians, and policymakers.

Conclusion

In summary, using culturally responsive and trauma-informed approaches for educating

and serving Native American children provides a significant pathway to an integrated healing

endeavor. The customized interventions that specifically focus on trauma in education and

mental health assist not only the students who are directly engaged but also enlighten

society. Longitudinal studies should be explored to evaluate these interventions' long-term

effects and sustainability. In addition, lobbying for more funds for education and mental health

policies is critical. Through this work of bridging research into practice, educators lay the

groundwork for an inclusive, supportive, and culturally responsive schooling system that

promotes well-being among Native American children, which has implications for educating in

culturally diverse global contexts.

 References

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