For EDUC 402 Diverse Classrooms

Prior to discussing trauma-informed practice in class and doing the assigned learning, what I understood it to be was very limited. I had heard it discussed in schools by teachers and there were mixed opinions about it. Since discussing it and reading about it, I’ve realized that there’s a lot of overlap between trauma-informed practice and how kids best learn. For example, the idea that relationship-development and creating an environment where kids can be calm and safe must be done before learning can happen (POPFASD, 2019, 23:45) aligns with Maslow’s Hierarchy of Needs. Additionally, the recommendation to have flexibility for assignments and encouraging students to practice their strengthens aligns with parts of Universal Design for Learning (O’Neill, 2019, p. 13).

One thing that surprised me from Linda O’Neil’s presentation about trauma-informed practice was when she said that physical trauma can occur from medical interventions that happened at a young age (POPFASD, 2019, 6:50). Even if a child doesn’t remember the medical treatment or if they know in their brains that it was helpful for their bodies, their bodies may remember it as trauma so that is how it presents. After hearing this, it seems obvious but I had never thought of medical treatment as potential trauma. Many kids experience medical problems that result in traveling to the children’s hospital. Surgeries and other treatments as a kid would be scary and hard on their little bodies, even more so than what a typical adult experiences during medical treatment. The extended time away from home could also be traumatic to a child, especially if it means being separated from a parent or sibling.

Another thing that stuck with me from Linda O’Neill’s presentation was that trauma results in an under-developed brain (POPFASD, 2019, 15:40). The fact that experiencing acute childhood trauma literally changes how a child’s brain is wired is scary. When a child’s brain learned to react based on trauma, I can’t imagine how hard it must be for a child to do anything else. A survival brain resulting from trauma takes away the option for a student to think and process a situation or concept. To not be understanding of a child’s behavior when their brain doesn’t know how else to operate is unfair to the child and could easily escalate situations. Being understanding and valuing the developed (or developing) relationship with that student would help them so much in the long run. Typical disciplines don’t make sense after better understanding the brain functions of a child who has experienced trauma.

Even more impactful was when Linda O’Neill talked about intergenerational trauma. I hadn’t considered the idea that a child in school who has experienced trauma might have a parent that has experience similar trauma when they were a child. Furthermore, a parent that currently has school aged children may have been hit in school because it was so recently legal to do so (POPFASD, 2019, 28:00). Even with knowing how recently residential schools were operating, I hadn’t considered the integrational component of trauma as I was reading about trauma-informed practice.

After learning about trauma-informed practice and how it reframes behavior, I feel more prepared to handle a reactive child. Understanding that it’s not meant personally or even a cognitive choice made by the child will help me mentally process a situation better than if I misinterpreted it to be an act towards me as a person. Trauma-informed practice aligns with other concepts that I’ve learned will be helpful in my teaching practice and I’m happy that I can add it to my teacher toolbox.

Resources

O’Neill, L., George, S., & Wagg, J. (2019). Trauma-Informed Classroom Strategies. POPFASD. (2019, July 3). Trauma-Informed Practice [Video]. YouTube. https://www.youtube.com/watch?v=-3koeRPpzBU&t=1s