Module 5: Page 8 of 10
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What else can you do in the classroom?
Following are some general recommendations, most of which you can implement right away, to respond effectively and compassionately to the behavior of children impacted by trauma.
- Understand that traumatized children may not have the internal resources to adapt to their environment. Rather, their environment, including you, must adapt to them. Schools with rigid disciplinary policies, such as Zero Tolerance, are not safe places for children with a trauma history and result in the disproportional use of suspension and expulsion described earlier.
- Assure that the school is a safe place – physically and emotionally - for the child. Children cannot begin to heal until they are objectively safe. When you have the responsibility or capacity to influence a particular school environment – the classroom, playground, cafeteria, locker room, etc. - take whatever actions you can, consistently, to make it a safe place for all students.
- Make every effort to spend a few minutes with each new student (especially those from out-of-home care that come into the classroom mid-year) to get to know them, create a relationship, and identify what works for them.
- If you are experiencing some stress, take some time to calm yourself and let it go before you interact with the child. Seek out support from your colleagues to help you avoid getting caught in the negative cycle that trauma reenactments can create.
- Interact with the child in ways that disconfirm the contents of the Invisible Suitcase and that tell him: “You are worthwhile/wanted. You are safe. You are capable.” And: “I am available and I won’t reject you. I am responsive and I won’t abuse you. I will listen and understand.” (from “The Invisible Suitcase”)
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