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- Classroom Strategies to Support Students Experiencing Trauma
Importantly, safe, engaging, and supportive learning environments, as well as healthy and supportive relationships with caring adults, can serve as potential protective factors that buffer against the negative impacts of trauma and stress 5 Educators can adopt a trauma-informed approach to develop and implement additional supports for
- Trauma Informed Approaches to Classroom Management
Behavioral Strategies for Trauma Impacted Students •Strategies: •Practice active listening with students and demonstrate empathy • Use of specific praise like-- “You did a great job paying attention in class today” vs “Good job today ” • 10:1 (Ratio of positive to negative statements for traumatized children adolescents)
- Trauma-Informed Practices | NEA - National Education Association
Trauma can impact students and staff, therefore, it is important to understand the nature of trauma and its universal practices Show Compassion, Not Judgement Do not assume that student responses and behaviors that seem non-compliant or negative are purposeful and intentional These behaviors could be the result of trauma responses
- Trauma-Informed Strategies to Use in Your Classroom
Of course, you can’t undo the painful experiences your students have gone through, but you can make a difference in their learning and their resilience by bringing innovative strategies into your classroom To help students deal with stressful situations at home, many schools are using innovative trauma-informed strategies Here are some of
- Five Ways to Support Students Affected by Trauma - Greater Good
Most of these services are not provided by the classroom teacher, yet the teacher is the person who spends the most time with trauma-affected students A key way in which positive psychology adds to the trauma-informed strategies above is by empowering teachers in the classroom to help their students on a daily basis
- Trauma-Informed Practices Benefit All Students - Edutopia
Trauma-informed strategies can also help to proactively establish protective factors The National Child Traumatic Stress Network describes protective factors such as self-esteem, self-efficacy, and coping skills as “buffer[ing] the adverse effects of trauma and its stressful aftermath ”
- Understanding and responding to the effects of trauma in the . . .
We provide several vignettes to help educators understand varied presentations of trauma and the range of trauma-informed practices that can benefit students We also address educators’ relationships with caregivers and describe strategies for mitigating the toll secondary traumatic stress (Figley, 1995) can take on educators
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