Creating Trauma Informed Classrooms: Practical Strategies for Educators - APBS.org
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3/5/2020
Creating Trauma Informed
Classrooms: Practical
Strategies for Educators
Presented by:
Elena Jimenez, LCSW
School Mental Health
&
Laura Zeff, BCBA
Positive Behavior Interventions and
Supports/Restorative Practices
Student Health and Human Services
Los Angeles Unified School District
• Understand the impact of
trauma on brain development
and how it manifests in the
classroom.
• Enhance knowledge and skills in
prevention and response
strategies.
• Develop personalized action
plans, including strategies and
resources, to use in their
classrooms and schools.
1
3/5/2020
Los Angeles Unified School District
• 1386 Schools & Centers
• 710 square miles
• 673,849 Students PreK-Adult
• 8500 Foster Care
• 19,500+ Homeless
• 80% Free/Reduced Lunch
• 66,523 Employees
• 6 Local Districts
LAUSD
2
3/5/2020
LAUSD School Experience
Survey Results
Staff responses:
• Disruptive student behavior is not
a problem at this school.
• Strongly disagree and disagree
• Elementary School 32%
• Middle School 35%
• High School 39%
Prevalence of Trauma
in LAUSD
3
3/5/2020
• Experiences or situations
that:
• are overwhelming
• threaten one’s physical/
mental well-being
• leave one feeling helpless
and fearful
• impact one’s relationships
and belief systems
What is Trauma?
Social
emotional
buffering,
parental
resilience,
early
detection,
and/or
effective
Three Types intervention
of Stress
Intense,
prolonged,
repeated &
unaddressed
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3/5/2020
Adverse
Childhood
Experiences
(ACEs)
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3/5/2020
Impact on Learning, Behavior, and Relationships
• development of • paying attention to & following • feeling safe and trusting
language & classroom tasks & instructions others
communication skills • ability to process social clues • building secure
• ability to organize & • labeling and talking about relationships with adults
remember new feelings in an appropriate way and classmates in school
information • self-regulating behaviors, • initiating and cultivating
• creative play including increased aggressive healthy relationships with
and impulsive behaviors others
Trauma
Exposure &
The Brain
6
3/5/2020
• Trauma-informed practice is a
paradigm shift – shifting away
from the deficit/blaming model to
“acknowledging that early
adversity has played a role in
neural development.” (Craig,
2016)
• When we don’t recognize the
underlying trauma, we tend to
punish people who offend against
our sense of what is ‘right’ or we
stigmatize and exclude them.
(Echo Parenting)
Changing Our Lens
Perspective…
• When you change the way you look
at things, the things you look at
change…
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3/5/2020
The Paradigm Shift
• Adults become trauma and resiliency informed.
• A shift in perspective where a cooperative and collaborative
approach is adopted.
• Behavior is seen as both a symptom and vehicle to
communicate.
• Students’ needs are addressed in a holistic manner.
Practice saying it differently…
DONT’s DO’s
What is wrong with you? What happened to you?
Why don’t you care about others? Do you feel like others don’t care about
you?
Do you want to end up in jail? Where do you see yourself in the
future?
You can’t be mad about that! I am curious about what you are
feeling/thinking right now?
What were you thinking? Tell me what happened?
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3/5/2020
Six Big Ideas to Foster Resilience
in the Classroom
1. Trust – Building genuine and authentic relationships
2. Safety – Creating physical, emotional and
psychological safe environments
3. Predictability – Establishing and maintaining
structures, routines and transitions
4. Choices – Offering multiple options
5. Regulation – Teaching and modeling the ability to
calm self
6. Support – Teaching and modeling, not punishing
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3/5/2020
Trust – Building genuine and authentic
relationships
• Follow through with your promises
1
• Be transparent especially when you cannot
avoid changes in a situation
• Build and maintain positive, healthy
relationships
• Be that healthy adult in the life of a
student
• Learn about the student’s interests
• Respond to requests in a timely manner;
follow through
• Validate concerns, even if you don’t agree
• Acknowledge positive efforts made by
student
• Suspend judgement
Partnership
communication
Is about
by building
The Strategies we relationships Emotional
by understanding
communication can use to through connections
process
reduce the gap
between
people by interpreting
by employing
Non verbal
Authentic by recognizing communication
by understanding & avoiding and facial
listening
expressions
Audience Interference
Instructional Coaching: A Partnership Approach to Improving instruction, Jim Knight, 2007
103/5/2020
Safety – Creating physical, emotional and
psychological safe environments
• Build relationships
2
• Every member feels respected, validated, and heard
• 3-5 positively stated clear expectations (safe, respectful, responsible)
• Taught, modeled, reinforced and corrected
• Set the environment for success
• Structure the space
• Establish routines
• Model and teach your expectations
• Positively interact will ALL students
• Correct behavioral errors
• Observe and make decisions based on data
Predictability – Establishing and maintaining
structures, routines and transitions 3
• Class schedule/individual student
schedule
• Regular check-ins
• Planning for transitions (play music, begin
a rhythmic clapping pattern, call and
response cheers, visual timer, etc. )
• Brain breaks
113/5/2020
Choices – Offering multiple options
4
• Maximize choice
• Allow the student to choose which task to
complete
• The sequence of tasks to be completed (1st,
2nd, 3rd…)
• Which materials to use
• Where to complete the task
• When to complete the task
• With whom to complete the task
5
Regulation – Teaching and modeling the ability
to calm self
Support students (and yourself) in the learning and use self-regulation strategies
123/5/2020
Support – Teaching and modeling, not punishing
6
Six Big Ideas to Foster Resilience
in the Classroom
1. Trust – Building genuine and authentic
relationships
2. Safety – Creating physical, emotional and
psychological safe environments
3. Predictability – Establishing and maintaining
structures, routines and transitions
4. Choices – Offering multiple options
5. Regulation – Teaching and modeling the ability to
calm self
6. Support – Teaching and modeling, not punishing
133/5/2020
For additional information, please contact:
Elena Jimenez
elena.jimenez@lausd.net
Laura Zeff
laura.zeff@lausd.net
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