Based on sheer statistics, every teacher is extremely likely to encounter students within their classroom who have lived through adverse childhood experiences. We must be prepared to listen and act effectively when that situation arises.
The Trauma-Informed Teacher
Teachers can best serve their students when they educate through a trauma-informed lens. According to the Trauma-Informed Care Project, “Becoming trauma-informed means recognizing that people often have many different types of trauma in their lives. People who have been traumatized need support and understanding from those around them.” Loss of safety is a defining characteristic of trauma. When a student does not feel safe, they are unable to access the parts of the brain that control higher-level thinking, including the ability to learn.
An emphasis on acting as a trauma-informed educator is to minimize the effects of trauma in the learning environment; we can do this by not allowing our words or actions to retraumatize students and by supporting these students in the classroom. “Trauma is an overwhelming event, it takes away our safety, it creates a sense of helplessness, and it continues to affect our perception of our reality,” explains Dr. James Henry, director of the Children’s Trauma Assessment Center. “For these students danger is right around the corner. The brain gets wired to expect danger.”
Trauma-informed practices are not always intensive individual interventions. Teachers don’t need to wait for special permission or district mandates; we can create supports for our entire class. “My first step was establishing the Safe Place,” explains Jodi Grove, a teacher at Edison Elementary in Walla Walla, Washington:
It was simply a space behind my desk where my first-grade students could go to deescalate in a safe manner. By going into the Safe Place, it signaled to me as the teacher that a particular student needed support, that he or she needed to feel safe and have his or her feelings acknowledged. When a student is able to return to a calm and regulated state, they are usually able to tell me what triggered such a strong reaction. The incident could have been instigated by something as small as not getting the color crayon they wanted. After a short discussion, even the child knows it had nothing to do with the crayon. I have found that six-year-olds are surprisingly capable of identifying the source of their trauma or loss. Because of the Safe Place, one student was able to tell me he was confused and angry because his dad just left. Another let me know how acutely she feels the absence of her mother who is incarcerated.
Before I implemented the Safe Place, my only recourse was to send students to their seats with their heads down. Now, I have seen firsthand, students who are in an escalated state go straight to the Safe Place and use strategies to calm their bodies. I knew that the change was working when one of my students went to music class and asked the teacher where the Safe Place was in her room. By making a deliberate effort to become a trauma-informed teacher I have learned that my students need love, so much love. But, they also need an empathetic teacher who can teach them how to self-regulate in a safe manner so they can learn.
Feel encouraged that there are probably already a multitude of strategies you are using in your classroom right now that are supportive of students dealing with trauma. For instance, providing predictable rituals and routines, being steady and consistent in your tone, or simply regularly checking in with students you are concerned about are all immensely helpful. A teacher’s job is to respond to the varied needs of all students, and we have an ethical imperative to respond to those in crisis with love and to the letter of the law.
Trauma and the Law
I am a mandatory reporter. The Child Welfare Information Gateway offers a wealth of information on mandatory reporting laws. They describe a mandatory reporter as a person “required to report suspected child maltreatment to an appropriate agency, such as child protective services, a law enforcement agency, or a State’s toll-free child abuse reporting hotline.” Requirements for mandatory reporting vary from state to state. “Typically, a report must be made when the reporter, in his or her official capacity, suspects or has reason to believe that a child has been abused or neglected. Another standard frequently used is in situations in which the reporter has knowledge of, or observes a child being subjected to conditions that would reasonably result in harm to the child.”
This means there are many people who are not only empowered to report child abuse and neglect, but also legally required to do so. Exactly who is a mandatory reporter varies by state, but in forty-eight states mandatory reporters include teachers, principals, and other school personnel. Safe Horizon, an organization that works to provide support, prevent violence, and promote justice for victims of abuse, states that 17 percent of all reports of child abuse and neglect are made by teachers. As educators we are also in the company of medical workers, social workers, law enforcement officers, and mental health professionals as mandatory reporters. Some states also include clergy, athletic staff, and animal control officers as legally required reporters of abuse or neglect. In all, there is a massive network of adults who are mandatory reporters. However, I would like the entire nation to join the eighteen states that legally require any person who suspects child abuse or neglect to report their concerns.
As a teacher I know it is my legal responsibility to report child abuse or neglect. I do not see this as a burden, but as my duty to do everything I can to ensure the safety and well-being of the children I am trusted with during the school day. Like almost every teacher I know, I have indeed officially reported my concerns of child abuse.
The sad reality is that I have felt the need to make reports every single year I have been teaching. The first few times, I was especially anxious to report my concerns about abuse and neglect to state agencies. I felt the weight of responsibility to help the children whom I suspected were suffering abuse. I have also felt discouraged and let down when my concerns were not followed up by our state child welfare agency.
There is no official notification to the implicated party as to who actually reports concerns, yet sometimes the suspected abuser has connected the report back to me. I have been confronted by a parent I implicated in a report. While this particular situation did not turn violent, I have seen a confrontation between a suspected abuser and school personnel turn into a threatening encounter. In this situation our school followed guidelines provided by our school district’s safety and security department. I encourage educators to familiarize themselves with the procedures and resources their school districts offer.
Personally, I feel the need to do more than just report my concerns. As a teacher I feel compelled to advocate for all American children who experience abuse and neglect. I believe we teachers can all be voices for change in our communities. We can speak truth to decision-makers about the need for adequate funding and trained personnel to respond to our concerns of abuse. We can speak up for more comprehensive programs that support our students who have been traumatized. We can seek more information about how trauma is affecting our classrooms and demand training to develop our abilities to support students who are suffering. Teachers especially have the power to make a difference on this issue.
Know the Signs of Abuse
Abuse and trauma can manifest differently in different children, sometimes leading to guilt, shame, and confusion. Due to the complex nature of abuse, children do not often make explicit cries for help. The Department of Justice advises, “A common presumption is that children will give one detailed, clear account of abuse. This is not consistent with research; disclosures often unfold gradually and may be presented in a series of hints.” Because of this, it is vital that educators are aware of red flags and warning signs so we can respond appropriately.
The Mayo Clinic provides an extensive list (below) of symptoms of abuse and neglect, but also cautions us “keep in mind that warning signs are just that: warning signs. The presence of warning signs doesn’t necessarily mean a child is being abused.” The clinic emphasizes that when abuse or neglect is suspected, t
he concerned party should contact the appropriate agencies or departments.
Physical abuse signs and symptoms
•Unexplained injuries, such as bruises, fractures, or burns
•Injuries that don’t match the given explanation
•Untreated medical or dental problems
Sexual abuse signs and symptoms
•Sexual behavior or knowledge that’s inappropriate for the child’s age
•Pregnancy or a sexually transmitted infection
•Statements that he or she was sexually abused
•Trouble walking or sitting or complaints of genital pain
•Abuse of other children sexually
Emotional abuse signs and symptoms
•Delayed or inappropriate emotional development
•Loss of self-confidence or self-esteem
•Social withdrawal or a loss of interest or enthusiasm
•Depression
•Headaches or stomachaches with no medical cause
•Avoidance of certain situations, such as refusing to go to school or ride the bus
•Desperately seeking affection
•A decrease in school performance or loss of interest in school
•Loss of previously acquired developmental skills
Neglect signs and symptoms
•Poor growth or weight gain
•Poor hygiene
•Lack of clothing or supplies to meet physical needs
•Taking food or money without permission
•Eating a lot in one sitting or hiding food for later
•Poor record of school attendance
•Lack of appropriate attention for medical, dental, or psychological problems or lack of necessary follow-up care
•Emotional swings that are inappropriate or out of context to the situation
•Indifference
Teacher Tools
1. Identify Your Allies
While many of my students will never struggle with abuse, self-harm, or emotional challenges, I know some will. Yet it’s impossible to predict exactly which students these will be. I often have meetings about these topics with my whole class, casting a wide net and hoping to catch the students who need catching. Inspired by Signs of Suicide, an evidence-based suicide prevention intervention program aimed at adolescents, one purpose of these conversations is to have students identify exactly which people in their lives could be allies if a difficult situation were to arise.
The term “ally” is so appropriate. “Teacher” does not fully encompass our role in our students’ lives. What then? Friend? Certainly we should be friendly to our students, but teachers who put themselves in the position of friend do a disservice to their role in their students’ lives.
Wendy O. Osefo, professor and graduate director at Goucher College, says this:
Allyship is a much deeper bond and relationship than just the average teacher-to-student. As an ally you not only provide guidance to the student, you also provide a voice for the student. With allyship, teachers both empower and support students. Most importantly, students feel as though they have a partner in the educational process. This relationship is also a benefit to teachers. Students are more keen to listen and take risks as learners due to the underlying trust and relationship the allyship has created. Furthermore, in times of hardship, a teacher will act as an ally by walking through all the steps with the student—from reporting the incident to recovery. As an ally, a teacher will not simply “hand the student off” to the counselor, but rather walk them through the entire process while providing both an ear and shoulder if needed.
As allies, the image of walking through a time of hardship with our students is powerful. Just having someone to walk beside them can change realities for a student. Numerous studies have shown the benefits allies and mentors can have. A study from Brigham Young University found that “for all teen students, having an adult mentor meant a 50 percent greater likelihood of attending college. For disadvantaged students, mentorship by a teacher nearly doubled the odds of attending college.”
Whatever the challenge may be, whether it is overwhelming or just the expected struggle of growing up, students need to know there are people who can support them. Some students might already know exactly who to turn to when they need help because they have a close-knit support system, but others will need help identifying their allies. In particular, students who have encountered abuse are going to be especially unclear about whom they can turn to, since often the abuse has occurred at the hands of a trusted adult.
Start the conversation by discussing what an ally is. Talk about where students have heard this term before, or have them look up its definition. Then discuss what it means to have an ally and why allies are important. Help students identify the allies they have in their lives. They might initially think of peers, their friends, or siblings, which is common. Ultimately, you want students to identify adults as their allies as well. If a student goes to another child with a significant problem, the child might not have the ability to help, or it might be too much to for them to handle. It is okay to tell children this.
In My Classroom
Sara Bradbury, Director
Sara Bradbury works at Hope Academy of the Denver Street School, a school for girls who have been victims of domestic sex trafficking or sexual exploitation. To honor her students’ experiences and privacy, she speaks of her students as an amalgamation.
I’m not your normal teacher. Everything I do in our classes is centered around supporting an amazing group of girls who have been through incredibly traumatic experiences. But, the thing is, if you think our students are unique, you are wrong. Each and every one of my students was in a normal general education classroom when the abuse perpetrated on them began. They had normal homework, normal recess, and, yes, normal teachers.
The truth is, there was an opportunity for normal teachers to intervene in the early stages of abuse for each one of our students. In looking at academic records, it was documented that a student was showing signs of extreme exhaustion in class years before there was any contact made to social services or the police reported a concern. If her teachers had been able to see this exhaustion not as laziness or inattention but as it truly was—a warning sign of the abuse she was suffering—maybe this girl could have gotten support much sooner.
There are several other warning signs that teachers should be aware of. Some of the most common I have seen are students having a sudden and unexplained access to money or expensive gifts, a sudden and dramatic change in academic performance, or isolation from their peers or family. In my experience, a student who has suffered sexual abuse can present a wide range of emotional reactions, from muting their emotions to extreme reactions of anger and sadness.
I wish that there were more cases when caring adults acted on their concerns and reached out to support services sooner. I want teachers to know that abuse and human trafficking are not issues for other people’s classrooms. Each teacher is in a situation to intervene and be a light in their students’ lives.
Then lead students in brainstorming which adults are their allies both in school and outside of school. Have them write down their list of allies. Simply writing down names can make it “official” in their eyes. You may have students who claim they don’t have a single ally. That is fine; this activity is made for them. When this happens, I write my name on the board. The next step is very important: explicitly state to your students that you are their ally.
So many times we teachers think this is implied and that their students know they can come to us. Still, make sure you say out loud, “I am your ally. You can trust me.” Students can carry this list with them, but by simply having them identify and document their allies, you are giving students a first step to reaching out for help when they need it.
My Allies at School
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My Allies Outside of School
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What My Teacher Didn’t Know
Sophia’s Story
Today, I can confidently say I am a strong mother and a dedicated social worker, but as a child my life was anything but peaceful. My mother battled substance abuse for most of my childhood. As a result I was placed in foster care several times. During one of those placements, I was required to see a therapist. It infuriated me. My mother had the problems, not me. Why did I have to sit in that shabby room and be assaulted by questions from some lady who didn’t know me at all?
I sat in her office, arms crossed and brow furrowed as she tried to make a crack in my defenses by playing a board game. A few minutes into moving little plastic people around colored squares she told me that I could trust her and she knew where I was coming from. I remember that sentence so clearly. “I know where you are coming from,” she said.
My reaction was the textbook response. My guard was up as I investigated her statement. “Really?” I said. “Have you ever been beaten by your stepdad as your mother watched, too afraid to help you?” I asked.
“No,” she replied sheepishly.
I lit into her with a battery of questions, aiming to hurt her with the truth about my life: “Have you ever been too embarrassed to beg for food so you sat hungry for three days while your mom went out for cigarettes? Have you ever used your Christmas wish to ask Santa for your mom to come back because you think Santa is the only adult in the world who gives children what they want?”
Her reply to my inquisition was a retreating, “No.”
I fired my final shot, “Then how could you know where I was coming from?” With that I flipped over the flimsy game board and marched out.
At that point in my life, I could have raised the white flag right there and declared my distrust of adults final. The adults I was exposed to never kept their promises and rarely spoke honestly to me. But, fortunately, as the game board flipped in the air, I made a silent declaration to myself. Someday, I would be a grown-up. I would speak the truth to children. I would be an adult who kept my promises. My life would be dedicated to helping children just like me.
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