Resilient Learners: Do’s and Don’ts

There comes a time in everyone’s teaching career where you are faced with a different kind of challenge. Something that shows its many faces within a classroom. Something not quite measurable or necessarily baseline comparable. This something is having a student who has traumatic experiences in your classroom. Here are some signs and some do’s and don’ts when it comes to teaching these students.

What trauma looks like:

The thing about trauma is, it’s hard to pinpoint.  Some students can act normal having traumatic experiences but way more often than not, students will seem distracted when dealing with trauma.

Think of a traumatic experience a student may face. You’re likely thinking of anything from violence at home to drug abuse to physical abuse. While there are much more examples or possibilities, a student facing these issues are likely locked in a state of adrenaline due to the unpredictability of their home life. This leads to students being preoccupied with their experiences outside of school and rarely want to participate.

This trauma can stem from but is not limited to:

1. Physical Abuse
2. Emotional Abuse
3. Sexual Abuse
4. Physical Neglect
5. Emotional Neglect
6. Mental Illness
7. Mother/Guardian treated violently
8. Substance Abuse in the Home
9. Having an incarcerated family member
10. Going through a parents’ divorce

While not necessarily address poverty, race, or gender injustices faced on a daily basis, These ten made up the ACE or Adverse Childhood Experience Scale. This is a good tool to keep in the back of your mind to help frame your tone when having difficult discussions. Speaking of which, here are some tips when approaching teaching a student who have experienced some form of trauma.

Don’ts of teaching an ACE student:

• Own the students’ struggle. “I’ve been there” can belittle the students’ experience.
• Draw attention during class.If you notice behavior that contradicts a student’s baseline behavior it is crucial to help the student in a one on one environment and not publicize their experience.
• Force conversation. Natural curiosity can lead someone to ask questions, and it’s important to know that the line between comfortable and uncomfortable talking about an experience is a tightrope you don’t want to cut.
• Schedule their relief. Traumatized students need their own time to deal with their situation, while you can offer help in some fashion, you cannot rush recovery, it may shut the student off even more.

Do’s of teaching a student with traumatic experiences:

• Create a solid relationship before something even happens
  • Come in to class confident in who you and charismatic about your and their lives
  • Be an inviting presence
  • Establish a good give and take with each student
• Be compassionate when a student comes to you. Solving a problem or panicking at their situation is hardly ever what a student wants. Most of the time, if a student comes to you, it is due to the fact you may be the only they trust. Lend them a listening ear.
• Stay updated with the students’ counselors, family members, and the student. Knowing what you can do to support the student is a priority. While you are not their therapist by any means, the little things like giving them space, or helping to come up with alternative due-dates or projects are essential to know and that can be known by staying up to date on the student.

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