Abstract:

Teaching educators about their triggers can be effective in their classroom practice. Trauma-informed education recognizes that educators are also impacted by trauma and may have their own triggers that can affect their interactions with students. Assisting educators in uncovering and understanding their triggers can be effective in developing their classroom practice. Trauma-informed education recognizes that educators are impacted by their own personal trauma and may have triggers that can affect their interactions with students. We, as educators are required to teach our students cognitive, social and emotional skills in our classrooms.

Utilizing qualitative methodologies of classroom scenarios, written reflections and the Adverse Childhood Experience (ACE) assessment as a baseline framed the study. While understanding one's own ACE’s score may be important for personal reflection, it is not necessarily a benchmark for educators in their work with students. Instead, educators can benefit from a broader understanding of the prevalence and impact of ACE’s on their students and implementing trauma-informed practices in the classroom. Educators who understand their own triggers and how they impact their classroom practice can better manage their own responses and create a safer, more supportive learning environment for their students. A qualitative methods study utilizing real-world scenario for students to reflect upon during their pre-service university courses which includes classroom observations and clinicals will be the setting for this specific study. A final reflection piece will also be collected regarding student responses to a scenario regarding an over the line behavior in the classroom and their response to and how they will redirect the student and support the class during this bottom-line interruption.

The preliminary results indicate that teaching pre-service educators about their triggers is one aspect of creating a trauma-informed classroom. It is important to note that this is just one component of a comprehensive trauma-informed approach that also includes understanding the impact of trauma on students, creating a safe and supportive learning environment, and implementing trauma-informed practices to support student healing and growth. The preliminary findings indicate when educators are aware of their triggers, they can develop strategies to manage their reactions in the classroom. Additionally, understanding their triggers can help educators recognize when they need support or assistance. If an educator knows they are triggered by a particular situation or behavior, they can seek out resources or support to help them address the situation effectively.

Conclusions regarding this study include identifying the supports needed for preservice teachers both personally and professionally. While understanding one's own ACE’s score may be important for personal reflection and understanding of how trauma may impact oneself, it is not necessarily a benchmark for educators in their work with students. Rather than focusing on their own ACEs score, educators can benefit from understanding the prevalence and impact of ACE’s on their students and implementing trauma-informed practices in the classroom.

Overall, there are many strategies that educators can use in the classroom to support trauma-informed behaviors. By creating a safe and supportive learning environment, educators can help students feel empowered to learn and grow despite the challenges they may have faced in their lives. Additionally, working with educators who tend to use punitive approaches can be challenging, but it is important to support them in transitioning to more positive and trauma-informed approaches. Working with students in their pre-service courses supports a more trauma-informed approach to managing behaviors in the classroom rather than simply being punitive which is historically educations approach to inappropriate behaviors. These strategies will be highlighted in my presentation.

Overall, transitioning to more positive and trauma-informed approaches takes time and effort, but it is important to support pre-service educators in this process. By working collaboratively, providing resources, and reinforcing positive behavior, pre-service educators can create a safe and supportive learning environment that promotes healing and growth.

Keywords:

Pre-service training, triggers & trauma, arts integration, self-reflection.