Mrs. Anthony is a third grade teacher with a classroom of 26 diverse students. This year, she has more students than ever who seem to struggle with emotional regulation, attention, and peer interactions. During recent professional development in her school, she and her colleagues have had the opportunity to start to learn about how the effects of childhood trauma can present themselves in school. Through the lens of trauma, Mrs. Anthony is working to take a careful inventory of her own practices and decisions in the classroom, working to create a calm, predictable, and safe place for learning to unfold every day. As she does so, she begins to wonder about how her conferring practice might intersect with the needs and/or triggers of her students who are experiencing chronic trauma in their lives.
No matter where you teach, what your class size, or how long you’ve been in the business, chances are you’re working to build more skills yourself for meeting the needs of students whose exposure to traumatic life experiences is interfering with school success. Continue reading “Conferring with Students Who’ve Experienced Childhood Trauma”