What are the components of trauma-informed teaching?
In this section, we will explore two models of trauma-informed teaching. Each model offers a window on values and practices that can create inclusive, safe, and supportive classroom environments for students who have experienced trauma. The first model, outlined by Middleton-Moz, Mishna, Martell, and Zuberi (2021) arises from Indigenous ways of knowing. The four components of this model are: belonging, cooperation, respect, and kindness.
#1 - Indigenous Approach
When belonging occurs, all community members are included in the learning circle, and the community responds to whole-person needs. When crises occur during the time period of the course, students receive support from the instructor and one another. With belonging, the community acknowledges relatedness with each other, and with all of Creation.
Cooperation allows all learners to have opportunities to actively participate in small learning groups. When larger class discussion occur, all students’ voices are heard within the larger group. The principle of respect acknowledges class standards for participation and contribution to the learning community.
When students behave in a way that does not support the learning community, they are shown respect through private, individual, and supportive feedback. The instructor also inquires about the students’ challenges and circumstances that may currently be affecting their learning.
The principles of kindness governs the way feedback is given to students. When feedback is offered, instructors refrain from critical or harsh language, providing feedback that is supportive and gentle in its tone.
#2 - Six Pillars Approach
A second model of trauma informed teaching rests on six pillars: safety, trustworthiness, collaboration, peer support, choice, and recognition of cultural, historical, and gender issues. Explore the slideshow below to review the definitions of each pillar, and to reflect on possible classroom practices that can support trauma-informed teaching.
For additional learning:
References:
Center for Preparedness and Response. (2020). Six guiding principles to a trauma-informed approach. https://www.cdc.gov/cpr/infographics/00_docs/TRAINING_EMERGENCY_RESPONDERS_FINAL.pdf
Imad, M. (2020, June 3). Leveraging the neuroscience of now. Inside Higher Education. https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma
Middelton-Moz, J., Mishna, F., Martell, R., Williams, C., & Zuberi, S. (2021). Indigenous trauma and resilience: Pathways to ‘bridging the river’ in social work education. Social Work Education, 1–18. https://doi.org/10.1080/02615479.2021.1998427