Lesson 4: Trauma-Informed Teaching

Efforts are made to create an atmosphere that is respectful of the need for safety, respect, and acceptance for all class members in both individual and group interactions, including feeling safe to make mistakes and learn from them.

For example: 

• scaffolding or integrating low-stakes assignments that provide opportunity to receive feedback and learn from mistakes prior to evaluation (such as computer-graded practice quizzes); 
• modeling assertive, non-violent communication skills.

Trust and transparency are enhanced by making course expectations clear, ensuring consistency in practice, maintaining appropriate boundaries, and minimizing disappointment.

For example: 

• articulating clear policies and implementing them consistently; 
• providing detailed assignment sheets and grading rubrics; 
• responding to email within the boundaries stated in the syllabus (such as within 24 hours during the week); 
• avoiding all-or-nothing or zero-tolerance policies that are difficult to enforce consistently; 
• creating class routines 

All class members have information about appropriate peer and professional resources to help them succeed academically, personally, and professionally.

For example: 

• providing referral information for university and community resources such as counselling, health, and tutoring services;
• announcing university and community events; 
• facilitating peer groups and peer workshops
• Inviting guest speakers into the course

All class members act as allies rather than as adversaries to help ensure one another’s success. Opportunities exist for all class members to provide input, share power, and make decisions.

For example: 

• assigning grades based on student achievement of the learning objectives rather than grading on the curve (norm-referenced grading), which can lead to competitiveness between students; 
• implementing policies and practices that foster success rather than “weed out” students; 
• involving students in creating or revising policies, assignments, and grading, if appropriate; 
• doing with students rather than doing for students. For example, edit a section of a sample essay as an in-class activity. Do not edit student assignments for them.
• facilitating student-led discussions and activities

All class members emphasize strengths and resilience over deficiencies and pathology; they empower one another to make choices and to develop confidence and competence.

For example: 

• building in choices where possible (e.g. seating, lighting, readings, paper format); 
• integrating authentic assessments and active learning; 
• implementing realistic attendance policies; 
• allotting late days students can use to submit work past the due date without question and without penalty, where feasible; 
• facilitating large and small group discussion so students have multiple opportunities and modes to speak

All class members strive to be aware of and responsive to forms of privilege and oppression and to respect one another’s diverse experiences and identities.

For example: 

• using correct pronouns; 
• addressing microaggressions
• being aware of personal and disciplinary biases and how they impact teaching and learning (e.g. privileging or disparaging certain dialects, writing styles, or research methods); 
• using progressive stacking during discussion;
• employing alternative grading methods

All class members recognize each other’s strengths and resilience, and they provide feedback to help each other grow and change.

For example: 

• providing both formative and summative assessments; 
• pointing out what was done well; 
• assigning multiple drafts; 
• holding one-on-one conferences; 
• facilitating peer feedback; 
• rewarding success rather than punishing failure; 
• soliciting feedback from students to improve the current course; 
• conveying optimism

Trauma can undermine an individual’s sense of safety and sense of what’s reliable or stable.

What might predictability look like in a course?

• Establishing class routines to build a sense of normalcy
• Responding in predictable, consistent ways
• Planning ahead for disruption and contingencies. For example, if students typically submit assignments through the learning management system, what is the backup in case it is down? 

Trauma responses are not linear; we have good days and bad days.

What might flexibility look like in a course? 

• Allowing for multiple ways of demonstrating learning, as appropriate in the course. 
• Planning ahead for disruption and contingencies. For example, if students typically submit assignments through the learning management system, what is the backup in case it is down? 

Trauma disconnects us from each other, and we may perceive even neutral messages as threats.

What might connection look like in a course?

• Incorporate opportunities for students to collaborate and build relationships with one another
• Provide opportunities for students to contact you as the instructor
• Being deliberately positive instead of neutral

Trauma can feel like a loss of control, or a betrayal of trust by the systems meant to protect us. Trauma strips away agency.

What might empowerment look like in a course? 

• Allowing students to make authentic choices, where appropriate. 
• Practicing and modeling consent. For example, asking students if their assignments can be used as examples in a future course
• Incorporating metacognitive activities for students to reflect on their learning, what contributed to it, and how they might approach assessments next time around

“Amid the trials and tribulations of our work, it is possible to lose sight of why we’re doing what we’re doing. When we carve out the time to contemplate our intentions, we renew our connection to the needs and desires that have shaped our experience. We remember that we can take action to alter the course of our lives. This will help us to alleviate the sense of being tossed around in the waves of uncontrollable and overwhelming events.” (p. 149)

Selected prompts: 

• Ask “Why am I doing what I am doing?” Write it down. Return to it regularly.
• Regularly consult with someone about why you are doing what you are doing. Choose a trustworthy, supportive, wise person. Ask this person to listen attentively and provide you with feedback. It is critical to not be isolated in our work.(p. 150)

“No matter how uncontrollable and torturous our external world may be, we remain sovereign over what we focus on. We can change our lives by reframing our experiences.” (p. 174)

Selected prompts:

• Think of a challenging work situation. Write down at least three things that make it challenging. Write down three things that you appreciate about it. Look at your lists and ask yourself, ‘Where am I more likely to focus and why?’
• For one day, commit to paying attention to the running commentary in your mind. Is your mind in the habit of seeing the glass half-empty or half full? Are you able to reframe things as half-full, or do you feel an investment in seeing things as half empty? (p. 176)

“By developing a microculture of supportive friends and family”—“people we can debrief with, laugh with, brainstorm with, consult with, cry with, and become better people with”— we can create an environment that sustains us… By being compassionate to ourselves and others, we ground ourselves.” (p. 184-85)

Selected prompts:

• Identify the members of your microculture. To what degree do they nurture hopefulness, accountability, and integrity? Think about whether you could use stronger role models in any of these areas.
• Generate a list of six people or situations in your life where you think an increase in your compassion could significantly alter the dynamic. Make an intention to approach one of these people/situations with increased compassion… Pay attention to the difference it makes in your life. (pp. 188, 199)

“By striving to achieve balance in our lives, moving energy through, and reminding ourselves of all that we are grateful for, we attend to needs as basic as the air we breathe.” (p. 208)

Selected prompts:

• Write down all your vacation time. Start planning ahead . . . now!
• Commit to walking or running or wheeling or biking outside for five minutes during every hour that you’re working. During these five minutes, focus on breathing in deep and breathing out slowly. Notice anything beautiful around you and breathe that in as well.
• At both the beginning and end of your workday, take a distinct moment to think of one thing you are grateful for. (pp. 212, 218, 226)

“This direction leads us inside our core, where we center ourselves, and then, gracefully, leads us back out, renewed in a way that allows us to engage with the outside world at our best.” (p. 229)

Selected prompts:

• When your day begins, close your eyes, take several deep breaths, and ask yourself, ‘What is my intention today?’
• At the end of your day, before sleep overtakes you, ask yourself, ‘What can I put down? What am I ready to be done with? What don’t I need to carry with me for another day?’ Put it down, and don’t pick it up again the next day. (p. 243)