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Alexander Brandenburg

Professor Griesch

EDU 325

21 November 2023

Trauma-Informed Education

Trauma-Informed education is a fairly new discussion point in the field of teaching.

When working with students, their trauma can affect their learning experience far beyond what

we can understand as teachers. It is our responsibility to not only try to understand this trauma,

but to build a connection with the student in a way that allows them to feel safe.

In regards to definitions, these terms are quite vague, but for a good reason. The

definition of trauma is to have a deeply distressing or disturbing experience. This definition goes

on to list a few examples, but they vary greatly. The reason for this is that everyone’s trauma is

different, but that does not mean it is less traumatic than their peers. In regards to

trauma-informed education, the definition is when a school-wide system recognizes the

prevalence of adverse and traumatic childhood experiences and equips teachers and staff with

knowledge to recognize trauma and strategies to support students who experience trauma.

Having a district that prepares the teachers to embrace an education style of respect and

understanding allows for these trauma-informed institutions to thrive.

With these definitions in mind, our roles as teachers can be listed in a few different ways.

To begin, we as teachers need to be understanding. Working with students, whether traumatized

or not, we need to be understanding of what the student is going through. Teachers need to get

this information from the source, the student. Another role we have as teachers is to be the safe
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space these students need. Whether it is our physical classroom or a mentor that the student can

speak with, it is important as educators to understand the title we hold.

To continue, the importance of trauma-informed education stands far higher now than it

did in the past for positive reasons. I believe that trauma-informed classrooms are a necessity in

today’s world, as students go through far more trauma through school than most of us have.

Students may suffer from the trauma of financial struggle, divorce, seclusion from others, and

even school shootings on the more severe side. We as teachers need to know how this affects

students so we can better equip our classroom to handle it.

For children, their entire educational experience molds them into who they want to be in

the future. Teachers need to be aware of the power that they have in this case, as they can make

or break the dreams of these students. Being aware of trauma can create preventative measures to

stop more trauma from happening, especially within their own classrooms. Setting achievable

goals and standards with the students help not only build accountability, but acceptance of the

students’ work ethics. Positive turnouts come from teachers who implement student ideas into

their classroom rules, giving them a voice in a space they will regularly be required to learn in.

This is stated in the book,

“Relationships with teachers offer adolescents a protective buffer against effects of

trauma…more powerful when teachers intentionally engage teen in ways that promote

personal agency and instill hope for the future” (Trauma 83).

As we continue to push these students to a higher level of thinking, we need to be aware of the

environment that is created the first day they step in the door.

Next, I believe that students should be encouraged to share their experiences when they

are ready. As a teacher, we cannot force students who are seen acting out or not participating as
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the problem right away. Teachers need to be able to clearly identify resources within the district

to help these students, but also create a clear list of things that can be discussed with students in

confidentiality, but also the list of things teachers would have to report. This would allow for the

students to not only understand that they are welcome and accepted to speak their emotions, but

also allow them to be aware of what words of theirs that can be kept and which ones need to be

shared with more equipped professionals.

An amazing way to reach traumatized students is by engaging in activities that allow for

them to be celebrated through peer to peer interactions. These activities can be made for all grade

levels, and encourage full class engagement. Elementary activities such as Shout-Outs, Friendly

Fridays, and sharing acts of kindness offer an environment in which these young students can

participate in a group activity to share not only their personal growth, but also lift their peers up

with positive reinforcement at the end of each class period (Community-Building).

For the middle school level, the level of physical representation begins to grow as these

children are beginning to truly look at who they are as people. With this idea being understood,

preparing a board, either digitally or physically, can be an amazing way for students to share

their positive experiences with their friends and peers within the classroom. In the activity on

edutopia.org, the students do a “Twitter board” in which they find a group of students based on

their personal levels of knowing who they are as people. This allows for new interactions, as well

as a reinforcement of positivity from the people they already know well (Community-Building).

In high school, the importance of these activities continue to skyrocket upwards, as the

students now start to feel a true sense of belonging and the importance behind sharing their

personal experiences with others. Whether it be morning meetings to build relationships, or a fun

“Mock Snowball Fight” in which they write their thoughts on a piece of paper and crumple it
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into a ball before throwing it. After this, the students would then pick up a random ball and read

it aloud, keeping anonymity and safety within the class atmosphere (Community-Building).

In conclusion, trauma-informed education has become one of the most important things

to be present in the classroom. The mindset of reparative understanding and creating a

preventative atmosphere for traumatized students makes teachers who implement it to be those

who stand out far above what it means to simply teach. As the world continues to grow and gain

further human connection, the importance of this atmosphere will continue to grow more

important to the teachers and students who feel safe within them.
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Sources Cited

Craig, Susan E., and Jim Sporleder. Trauma-Sensitive Schools for the Adolescent Years:

Promoting Resiliency and Healing, Grades 6-12. Teachers College Press, 2017.

Minero, Emelina. “10 Powerful Community-Building Ideas.” Edutopia, George Lucas

Educational Foundation, 5 Feb. 2019,

www.edutopia.org/article/10-powerful-community-building-ideas?gclid=CjwKCAiAvJar

BhA1EiwAGgZl0FwDA9b7dz5BLBUF5knET34otsFhIEuXJwUECnpkHkywIKLwkiW7

5hoCUE8QAvD_BwE.