Trauma Informed Teaching: An Overview, Strategies, and Suggestions

Abstract

Each year as a teacher I encounter at least one student who has experienced some instance of trauma in their short lifetime. ELLs have unique experiences that can potentially make them more susceptible to traumatic events in their lives. This capstone explores the overarching research question: How can teachers use trauma informed instruction to promote success with ELLs. The problem associated with trauma and ELLs is a lack of knowledge or preparation to utilize trauma informed teaching practices to create a productive learning environment for ELLs. ELLs who have experienced trauma experience behavioral issues, academic issues, and teachers who do not know how to properly care for and teach a traumatized student. This capstone includes a PD for teachers to learn about the impacts of trauma on the student; how to respond in a trauma informed manner; and classroom strategies that are trauma informed that can help mediate the effects of trauma on the student. Today trauma is prevalent in all student populations. Creating a trauma informed classroom environment through the use of student choice, trauma informed assessment, trauma informed writing, and advocacy can help mediate the negative effects of trauma. When teachers implement trauma informed teaching practices, all students, particularly ELLs who have experienced trauma, will benefit and achieve academic success