The first few weeks of school are always a whirlwind: the excitement of students filling up the halls, fresh new faces and names to remember, feelings of hope and curiosity about what this school year will bring—these early moments are some of the things we, as educators, look forward to most!
However, for some students, especially our students who have experienced trauma, the start of the school year can bring dread, anxiety, and even fear. The unknown of new schedules and routines, the uncertainty around new peers and teachers, and the pressure to share information about themselves can make the start of the school year feel terrifying.
We know that trauma impacts many aspects of our students’ lives, and that trauma can cause students to experience:
- Cognitive delays
- Challenges with processing relationships and emotions
- Challenges with predicting and making inferences
- Wariness of the future
- Struggles with understanding Cause & Effect in some areas, including:
- Goal setting
- Delayed gratification
- Motivation and persistence
- Receptiveness to behavior management techniques
So, how do we recognize the areas our students need the most support in when we are only beginning to get to know them?
Here are 3 ideas for getting to know our students through a trauma-informed lens:
1. Safety
In our excitement to jump into community-building activities, like games, group challenges, and introductions, we may forget to establish clear routines. However, our students navigating trauma need consistent and predictable norms in order to feel safe enough to participate. A visual such as a slide, poster, or whiteboard with classroom norms and expectations that you return to before each activity is a great way to reinforce the structure of your class.Â
A daily check in and check out sheet is another great tool for a predictable opening and closing routine in your class. It allows students to share how they are feeling both at the start and end of class, and helps familiarize them with other trauma-informed tools like a Mood Meter.
2. Choice
As we get to know our students at the beginning of the school year, we sometimes prioritize whole group activities for collective learning and community building. Consider how you might incorporate additional modalities for inviting students to share about themselves, including journaling, drawing, and one-on-one check-ins. Allowing for choice is a great way to help students feel a sense of control and agency over their learning. This helps strengthen decision-making skills, a critical need for students navigating trauma.
3. Success
Even before the school year is in full swing, we can celebrate our students’ accomplishments and strengths. Activities like Islands of Competence provide opportunities for students to share their unique passions and skills and view themselves as enough amidst all of the other assessments and pretests that are typical during the first few weeks of school. Celebrating our students’ successes triggers the release of dopamine in the brain, which is associated with pleasure and motivation. By reinforcing these moments early on in the classroom, we help students make a positive connection with learning and self-efficacy.
Let’s start this year by fostering a safe, supportive, and empowering environment where every student feels seen, heard, and valued – and watch the incredible growth that unfolds!
About the Author
Julie Kuntz holds a B.A. in English and a Master’s in Education. Drawing on her years as a Middle School ELA Teacher, Julie develops content that is practical and highly engaging! Additionally, she is passionate about fostering equity in schools.
Fun Fact: Julie and her husband own a custom home renovation company, Custom by Kuntz!
