Question
What are some activities and ideas for a trauma-sensitive environment?
Answer
Activities for a Trauma-Sensitive Environment
At the beginning of class, one easy thing to do is to ask all of the children, "How are you today? How are you feeling?" At the beginning of the school year, older children can write their needs on an index card, and you can collect them to refer to throughout the year. This shows them that you care and are willing to listen to them. Another idea for older children is to have a prescription pad at the end of the table. When the child is having a difficult time, they can write you a note and give it to you. This helps you to understand what is going on with them and what they need. For younger children, you might have dolls with different meanings instead of a prescription pad. They can give you a doll that represents how they are feeling.
Have plenty of relaxing activities in the classroom. This includes fidget toys, silly putty, pillows, or coloring pages. Children can engage in these after they're done with their work. Ask students how they're doing and tell them to give you a thumbs up or a thumbs down. This helps them to communicate with you if they are doing okay. If their thumb is down, you can pull them aside and ask them what is happening. If you are a teacher or other classroom provider, you may feel like they need more clinical support, and you can call the social worker. If needed, have students work alone on projects. Provide a table in the back of the room where students can relax and recollect themselves when feeling overwhelmed.
Ideas for a Trauma-Sensitive Environment
Fostering Resilient Learners, by Souers and Hall, discusses the downstairs brain and the upstairs brain. The upstairs brain is the prefrontal cortex, where reasoning takes place. The downstairs brain is the limbic system, the "seat of the emotions." This is where emotions take place. When students are in their downstairs brain, we need to get them to their upstairs brain. It would be a good idea to introduce students to this idea and ask if they are in their upstairs or downstairs brain. This can help children understand what is going on in their minds and how we can help them.
We can create a trauma-sensitive environment by playing calming music in the classroom. Have a place where students can cool off if they're feeling overwhelmed. Include relaxing things such as a water fountain, a Himalayan salt lamp, pillows, and other items they can feel and touch. At the beginning of class, maintain consistency. Tell students what will be done in the classroom and what is expected for the day. This will provide them with predictability. Remain positive at all times with students and highlight their good qualities. Promote creativity and individuality in the classroom by having fun activities. For pre-teens and teenagers, teach them how to monitor their behavior and see the positive in things. Have positive posters on the wall and tell your students to come to you if they need anything in the classroom. Some of the techniques are geared toward different age groups but can be modified to work with various children.
This Ask the Expert is an edited excerpt from the course, Collective Trauma and Building a Trauma-Informed Culture, presented by Nadia Tourinho, MSW, LICSW, LCSW-C.
