Educators | TraumaInformed

Teaching Indigenous Students

Indigenous students and non-Indigenous students have the same spread of intelligence, talents and skills. Learning for Indigenous Students at times may require a different approach as a result of cultural differences. In the manual Calmer Classrooms: A guide to working with traumatized children. Brown outlines that Indigenous people tend to teach and learn through narrative storytelling, with the addition of visual cues, rather than through reading and processing materials directly. Therefore, incorporating storytelling into classroom practices may be a useful teaching strategy for teachers with Indigenous students in their classes.

An Anishinaabe interpretation of the Ethical Standards for the Teaching Profession by Bruce Beardy, OCT.

An educational environment that honours the culture, language, and worldview of the Indigenous student is critical (Toulouse, 2008). A learning environment that honours who they are and where they have come from is a first step in creating a trauma-informed space for Indigenous students.

Research demonstrates that Aboriginal students’ self-esteem is a key factor in their school success (Kitson & Bowes, 2010). As educators, we need to treat every student as a person worthy of respect and capable of learning, regardless of experiences and cultural background. Learning should be positioned as a dialogue among equals. Clear, healthy boundaries should be established. Students should be provided with opportunities to reflect on what they have learned and renegotiate their beliefs about themselves in relation to the rest of the world. Cultural considerations should be woven throughout the curriculum.

When cultures have been discriminated against and marginalized, they can pass down trauma symptoms from generation to generation. This is referred to as intergenerational trauma. The curriculum and pedagogy of schools need to meaningfully represent reflect and include Indigenous people's contributions across all areas. Indigenous and non-Indigenous teachers need to understand the needs and cultures in which each student lives to become more effective as trauma-informed educators.

As educators, we need to develop a repertoire of teaching strategies to engage and empower Indigenous students. By inviting guest speakers that have personal connections to the local indigenous community and using story-telling presentation approaches, discussion circles and group sharing are factors that will contribute to the academic success of Indigenous students.

Teacher Pedagogy and Role

“EDUCATION HAS GOTTEN US INTO THIS MESS, AND EDUCATION WILL GET US OUT.”

—Hon. Justice Senator Murray Sinclair

WHAT DOES THE LITERATURE SAY

Mcconnico, N., Boynton-Jarrett, R., Bailey, C., & Nandi, M. (2016). A Framework for Trauma-Sensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems. ZERO TO THREE, 36(5), 36–44. http://search.proquest.com/docview/1969007364/

The study offered suggestions for researchers working in American Indian and Alaska Native communities, and some may be helpful for non-Native educators in postsecondary education:

Practice Cultural Humility; Awareness of one's own culture and belief system can help with recognizing how they impact the way teachers respond to children.
Recognize and respect Indigenous Native wisdom, knowledge and intelligence
Prepare to play multiple roles and be patient and flexible.
Cultural considerations should be woven throughout the curriculum.
Recognize that ongoing community trauma and loss will impact your work.
Supporting parents in understanding how trauma may impact their child's behaviours and emotional responses can help foster the parent-child relationship.
Teacher-training programs should include ways to address trauma.

Nelson, M. (2019). Linking assessment and intervention: Toward culturally responsive ways of supporting mental health and wellness of children and youth who identify as Indigenous. Psynopsis, 41(3), 23–24. doi:https://cpa.ca/docs/File/Psynopsis/2019/Psynopsis_Vol41-3.pdf

When it comes to supporting indigenous youths impacted by trauma this article outlines the following;

Know your students: including their history and the families and communities of which they are apart.
Accept invitations to participate in cultural activities practices relevant to the community, and include in classroom practice.
Reflect on the language used in conversations with parents and students.
Use of Land Acknowledgements

Phifer, L., & Hull, R. (2016). Helping Students Heal: Observations of Trauma-Informed Practices in the Schools. School

Mental Health, 8(1), 201–205. https://doi.org/10.1007/s12310-016-9183-2

Adverse Childhood Experiences (ACEs) have a tremendous impact on student's academic outcomes. Trauma-informed schools can be important in a student's academic outcomes. This study indicates that schools should prioritize creating a safe learning climate, identify students in need of support, and provide interventions to avoid retraumatization.

Other essential features of a trauma-informed school as indicated by this study are:

The primary focuses should include system-wide measures to promote a safe learning environment in all classrooms.
School staff should be educated on the signs and impact of trauma on learning. Professional development is needed to understand how trauma impacts the classroom and to mobilize ongoing support to help create and sustain change.
Social-emotional components should be implemented within the curriculum.
Students should be taught positive coping skills and engaging teaching practices put in place.
There should be ongoing monitoring that allows for the identification of at-risk students who need targeted interventions.

The article stresses that adopting a trauma-informed approach involves system-level changes across the entire school, requiring changing mindsets, policy, and classroom practices. Schools need to develop a comprehensive plan to identify the school system's needs, review strategies for how to approach behaviour issues, and garner available funding and time (and patience) for implementation. Incorporate collaborative relationships with mental health professionals to meet the needs of the school best.

Toulouse, P. (2008). Integrating Aboriginal Teaching and Values into the Classroom. Retrieved, from http://edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf

Factors contributing to the academic success of Indigenous students include:

Educators who have high expectations and truly care for Indigenous students.
Classroom environments that honour Indigenous students’ culture, language, world view and knowledge
Teaching practices that reflect Indigenous learning styles (e.g., differentiated instruction and evaluation)
Schools that have strong partnerships with the Indigenous community.
Celebrating student's achievements, culture and learning styles.

References

Brown, D. (2016) Calmer Classrooms: A guide to working with traumatized children

Kitson, R., & Bowes, J. (2010). Incorporating Indigenous ways of knowing in early education for Indigenous children. Australian Journal of Early Childhood, 35(4), 81-89.

Mcconnico, N., Boynton-Jarrett, R., Bailey, C., & Nandi, M. (2016). A Framework for Trauma-Sensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems. ZERO TO THREE, 36(5), 36–44. http://search.proquest.com/docview/1969007364/

Nelson, M. (2019). Linking assessment and intervention: Toward culturally responsive ways of supporting mental health

and wellness of children and youth who identify as Indigenous. Psynopsis, 41(3), 23–24. doi:https://cpa.ca/docs/File/Psynopsis/2019/Psynopsis_Vol41-3.pdf

Phifer, L., & Hull, R. (2016). Helping Students Heal: Observations of Trauma-Informed Practices in the Schools. School Mental

Health, 8(1), 201–205. https://doi.org/10.1007/s12310-016-9183-2