Role-Clarity and Boundaries for Trauma-Informed Teachers

Special Educators in Inclusive Settings: Take Steps for Self-Advocacy!

“…Determine your comfort levels. If she is feeling overwhelmed, Ms. Kiernan can establish clear communication procedures and boundaries, such as “I will respond to all emails between 4 and 6 p.m.” and “You can check on Classroom Dojo to see how your child did today.” These procedures can help parents and teachers feel connected (Venet, 2019). Ms. Kiernan does not need to feel guilty telling Mr. Nickolas that she will not respond to email on Sundays, that she prefers he not text after 7 p.m., or that she has a standing appointment on Wednesdays after school and cannot meet then.…”

Preparing Teacher Candidates for Trauma-Informed Practices

“…This framework included in-service teacher training on both universal mental health screening and effective classroom management practices under the guidance of coaches providing continuous feedback to facilitate development of teachers’ classroom management skills. Other proponents of trauma-informed schools highlight the need for teachers to seek clarity about their roles in relation to students and their boundaries when providing trauma-informed education (Venet, 2019). Teachers can view themselves as advocates who help break down barriers to students’ wellbeing and facilitate connections.…”

Critical teaching in classrooms of healing: Struggles and testimonios

“…The first grows out of indigenous cultural beliefs and practices, restorative justice and restorative practices (Wadwha, 2016;Winn, 2018) to focus on the healing of wounds through direct conversation, discussion, and movement towards a collective remedy within a wounded space. The second school of thought emerges from psychological social work studies which examine and advocate for some focus on trauma either through teaching, pedagogy, or resilience (Carello & Butler, 2015;Overstreet & Chafouleas, 2016;Sondel, Baggett, & Dunn, 2018;Thomas, Crosby, & Vanderhaar, 2019;Venet, 2019;Zakszeski, Ventresco, & Jaffe, 2017). Both traditions help us to understand that students are wounded or have experienced trauma by the time they reach the schoolhouse door and both traditions seek to heal or be taught with this knowledge in mind.…”

“…Most often referred to as traumainformed instructional practice (TIIP), it is broad term which serves as a catch-all to refer to approaches including making classrooms safe and empowering places (Carello & Butler, 2015), restorative justice (Winn, 2018), developing trauma responsive schools (Overstreet & Chafouleas, 2016), and focusing teacher attention on growing student resiliency and grit (Zakszeski, Bentresco, & Jaffe, 2017). Venet (2019) argues that TIIP is simply knowing your students and providing them with support and guidance. Gorski (2018) and Nathan (2017) have critiqued the notions of grit and resiliency particularly in communities and schools with a majority of children of color.…”