Why language teachers need to learn about trauma?
But first,
What is trauma-informed teaching?
Trauma-informed teaching is a framework for creating safe and supportive learning environments for learners who have experienced trauma. This approach recognises the impact that trauma can have on a person’s ability to learn and engage with their surroundings, and it seeks to mitigate these effects through a range of strategies and supports.
As a teacher, it is important to understand the underlying principles of trauma-informed teaching, as well as the key considerations and strategies that can help you create a supportive and inclusive classroom or learning environment for all learners, not only those who have experienced trauma. Because all students will benefit from an approach that takes their nervous system into account.
The underlying approach of trauma-informed teaching is centred on the recognition that trauma is a widespread and significant public health issue that can have far-reaching impacts on an individual’s physical, emotional, and social well-being. According to the National Child Traumatic Stress Network (NCTSN), trauma is defined as “an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being” (NCTSN, 2021).
Given the prevalence of trauma and its potential impact on learning and overall well-being, it is important for teachers to be aware of the signs and symptoms of trauma, as well as the strategies and supports that can help students who have experienced trauma to feel safe, supported, and able to learn.
Some key considerations for trauma-informed teaching include:
– Creating a safe and supportive environment: This may involve setting clear boundaries and expectations, creating a sense of belonging and community in the classroom, and being mindful of the physical layout and design of the space even if the learning happens online.
– Being attuned to the needs and experiences of students: This may involve being aware of the potential triggers or stressors that may be present in the classroom or any learning environment and working to mitigate their impact, as well as being open to and supportive of student feedback and concerns.
– Building trust and relationships: Building positive and trusting relationships with students can be especially important for those who have experienced trauma, as it can help to create a sense of safety and support and foster a more inclusive and collaborative learning environment.
– Being aware of the potential impact of trauma on learning: Trauma can affect a person’s ability to focus, process information, and regulate emotions, which can have a significant impact on learning. As a teacher, it is important to be aware of these potential impacts and to work to create a supportive and inclusive learning environment that addresses these challenges.
– Seeking support: If you are working with students who have experienced trauma, it is important to seek out resources and supports to help you better understand and address the unique needs and experiences of these students. This may involve consulting with colleagues, or other professionals who have expertise in trauma-informed approaches.
Overall, trauma-informed teaching is an important structure for creating safe and supportive learning environments not only for students who have experienced trauma, but for all students. By being aware of the underlying principles and key considerations of this approach, teachers can work to create inclusive and supportive classrooms that foster positive relationships and promote learning and well-being for all students.
References:
National Child Traumatic Stress Network. (2021). What is trauma? Retrieved from https://www.nctsn.org/what-is-child-trauma/trauma-defined
Why language teachers need to be trauma-informed?
70% of adults experience at least one traumatic event in their lifetime. 20% of people who experience a traumatic event will develop PTSD. About 13 million people have PTSD in a given year. 1 in 13 people will develop PTSD at some point in their life.
How does trauma affect learning?
Trauma can affect a learner’s ability to focus and maintain attention.
What neuropsychologists have found is that traumatic experiences actually can alter the brain. In times of great stress, or trauma, the brain activates its deeply instinctive, “fight, flight, freeze or fawn” responses, while dialling down the areas of the brain where learning, especially around language, takes place.
Now the question is, what activates the fight, flight, freeze or fawn response in the brain? You’d be surprised by how easy is to create stress in the learning environment. From asking a question, to the homework we suggest the learner to complete, including certain types of activities, stress is common in our group classes regardless of the learner’s age –from children to adults–, we all might have experienced traumatic experiences inside or outside of the class that may impact our behaviour. Also our 1:1 learners may have experienced trauma or stress and are carrying that into the lesson.
How we deal with this, our level of emotional intelligence and our ability to create an emotionally safe learning space is up to us as educators. And, frankly, it is our responsibility.
Are you a language educator who seeks to deepen your self-awareness as an educator and expand your understanding of embodied pedagogy? (Embodied pedagogy takes into account the learner and teachers’s bodies and their nervous system which is at the core of a trauma-informed approach). If the answer is yes (or even a “maybe?”), then the groundbreaking Language Educator Professional Training delves deep into trauma, sociocultural conditioning, the impact of colonisation in language learning and much more.
