Special Educational Needs and Disabilities
Read the latest interview with our Special Educational Needs and Disabilities (SEND) Champion Abd El Latef, along with Nada and Regional SEND Coordinator Nadia Cooke. They share valuable, practical tips for creating trauma-informed and inclusive classrooms.
Supporting Students Affected by Trauma: Key Strategies for Teachers
When teaching students, particularly those who may have experienced trauma or post-traumatic stress disorder (PTSD), it’s important for teachers to recognize the signs that could affect a student’s ability to learn and engage in the classroom. Understanding these signs can help create a supportive environment where all students can succeed, regardless of their backgrounds.
What are the common signs of trauma or PTSD that teachers should watch for?
Trauma and PTSD can manifest in a variety of ways, and while teachers are not expected to diagnose these conditions, they can be vigilant in noticing signs that may impact a student’s learning process. Emotional outbursts, withdrawal, heightened anxiety, and difficulty concentrating are all common indicators that a student may be struggling with trauma.
In some cases, students who have experienced trauma may be easily startled by unexpected sounds or movements, a reaction often tied to a heightened state of alertness. These triggers, while often outside of the student’s control, can directly affect their ability to focus, engage with peers, or participate in class activities. Teachers should be mindful of these behaviours, as they can be an indication that the student is reacting to something in the classroom that reminds them of a past traumatic experience.
How can teachers create a safe and supportive environment for students who have experienced trauma?
Creating a safe and predictable classroom environment is one of the most effective ways to support students who have experienced trauma. For younger learners, establishing a clear and structured routine can help them feel secure and understand what to expect throughout the day. Predictability in tasks and movements can alleviate anxiety and help students feel more in control of their environment.
For adult students, fostering a calm atmosphere where they can express themselves without fear of judgment is essential. This includes providing a space where students can choose whether or not to talk about their emotions, allowing them to share when they feel comfortable.
Additionally, incorporating exercises that help students regulate their emotions, such as breathing exercises or mindfulness practices, can be extremely beneficial. These tools give students the ability to manage their feelings and emotional responses, which is especially important if they are triggered during class.
Balancing structure and flexibility in the classroom
As language teachers, it’s important to strike a balance between maintaining a structured learning environment and being flexible enough to accommodate students dealing with trauma. While routine is crucial, flexibility in how tasks are completed can make a significant difference.
One way to offer flexibility is by providing choices in how students approach assignments. For example, students who may be struggling with anxiety or other trauma-related symptoms can be given the option to complete tasks in a way that feels more manageable to them. This can include differentiated tasks, extended deadlines, or alternative assignments that allow students to demonstrate their understanding without added pressure.
Incorporating moments of reflection or mindfulness into the daily routine can also be very helpful. Simple practices like breathing exercises or grounding techniques can provide students with tools to manage their anxiety, giving them a sense of control over their emotional state and helping them process both the language and the content at their own pace.
Why is processing time important for students with trauma?
Providing students with additional time to process both the content and their emotional responses can help reduce anxiety and increase their chances of success. Many students who have experienced trauma may need extra time to absorb new information and reflect on how they are feeling. Allowing for this processing time can ensure that students don’t feel rushed or pressured, enabling them to reach the same outcomes as their peers, even if it takes a little longer.