Becoming Trauma-Informed in the Classroom: What It Looks Like

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The following illustrates the difference between a trauma- approach compared to a traditional approach.

Case study 1: 

Alex, a high school student, age 16, was an average student who started showing a rapid decline in his school work and started to exhibit aggressive and violent behaviour towards his peers.

Traditional Approach

The school's initial response to his behaviour was a disciplined approach, which resulted in a suspension from school. This did not prove effective, and Alex was referred to the school's guidance counsellor for intervention. 

With the trauma-informed approach in mind, his homeroom teacher spoke with his Grandmother (who was on record as his guardian) regarding his behaviour pattern and any potential exposure to adverse events. His Grandmother disclosed that Alex had been dealing with his mother's chronically abusive boyfriend and financial instability in the home. With this knowledge, his teachers can implement a trauma-informed approach taking into account his ongoing traumatic experiences. A trauma-informed approach would be instead of suspension for minor offences rather provide an alternative place in the school to calm down and complete his work. 

A mentor is assigned to complete weekly check-ins and provide encouragement. 

Alex is provided with targeted counselling, which includes cognitive behaviour strategies and psycho-education about stress and trauma, recognizing emotions and triggers, and relaxation techniques that could be implemented in the classroom. 

Within six months, Alex's behaviour had shown improvement, and his engagement in school had returned to the level it was before the adverse events. 

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Case study 2. 

Kate, a grade 10 student science student, is usually a very outgoing and engaged student. Lately, she has been very quiet, and her grades have dropped significantly. She sometimes falls asleep in class. Ms. Clarke, her science teacher, has noticed this for some time.  

Traditional approach

Denise is going through a phase like all teenagers and will hopefully snap out of it. 

Trauma-Informed Approach.

Ms. Clarke asked Kate how she has been feeling, and if anything happened recently, that has been bothering her. She admits that a few weeks ago, she witnessed a student from another school being hit by a car on the way home from school. Since then, she has had nightmares and is unable to sleep. Ms. Clarke speaks to Kate's parents about the traumatic event that Kate has witnessed. With the assistance of the Guidance counsel, Kate is referred to and provided with the appropriate psychological help. Due to the collaborative relationship between the teacher and parents and the counselling that she has received, Kate is getting more sleep at night, and her work is back on track. With the recommendation from her teacher, Kate had downloaded a mental health app on her phone for those moments when she needs to focus.  

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