ELLs in a Trauma-Informed Classroom

Abstract

English language learners enter our schools with many experiences. Some of these students move from war torn areas or move in order to stay alive. At a very young age, students are exposed to traumatic events that have cognitive, emotional, and social impacts. Educators need to be equipped with the tools to support ELLs with trauma in the classroom. This study aims to provide educators and school staff with strategies to create a trauma-informed classroom. The literature reviewed for this capstone discusses the adverse experiences children face and the impact that has on their education. Research asserts that when implementing trauma-informed practices, all students benefit. In order to further educate, there will be a PD for educators, classroom support staff, and any other school staff about how to create a trauma-informed classroom. The goal of the PD is for participants to develop an understanding of what a trauma-informed classroom looks like and how to support ELLs with trauma. The PD also examines literature that supports how trauma can impact students learning, their own teaching, and how to create a trauma-informed action plan for their classroom. The expected outcome from this PD is an increased knowledge of supporting ELLs with trauma in the classroom. More research should be conducted to determine how to support ELL families in order to prevent adverse behaviors in the classroom.