A Practical Guide for Developing Trauma-Informed Elementary Classrooms

A Practical Guide for Developing Trauma-Informed Elementary Classrooms by Philip E Bernhardt

Trauma-Informed Practices (TIP) aim to create safe, supportive classrooms in which educators actively respond to students' needs. This recognition requires an intentional awareness of the complexities shaping students’ experiences, the potential presence and impact of trauma in their lives, and an understanding of why developing resilience is important. The widespread prevalence of trauma among children across the United States, as well as an acknowledgement of trauma's potential impact on students' academic, social, and emotional well-being, underscore the need for TIP within K–12 schools. As emphasized throughout A Practical Guide for Developing Trauma-Informed Elementary Classrooms, TIP require responding to students through a lens of empathy, understanding, and support.

When educators proactively consider the types of experiences students may bring to the classroom and how these experiences may impact their academic development, socio-emotional responses, and readiness to learn, they can more deliberately address students’ needs and help them succeed. An important reality to remember is that trauma-informed educators do not need to know the specific challenges a child brings to school, the extent of their traumatic experiences, or even whether a child has experienced any form of trauma. TIP are intentional, proactive strategies that can be consistently utilized in the classroom to support the academic, social, and emotional growth of all students.

The vision and development of A Practical Guide for Developing Trauma-Informed Elementary Classrooms are driven by a desire to provide elementary educators with practical examples that can be readily implemented to create classroom environments that are not only safe and sustainable, but also support learning, belonging, engagement, and development. The text will highlight innovative classroom strategies that embody the core principles of TIP. The following question serves as a guide for contributing authors: What are examples of innovative trauma-informed classroom strategies that support the academic, social, and emotional well-being of students?

Dr. Philip E. Bernhardt is a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver.

Dr. Ofelia Castro Schepers is an Assistant Professor in Curriculum and Instruction with an emphasis in Bilingual Education at Purdue University.

Dr. Megan Brennan is a Licensed Clinical Psychologist and a Co-Founder and Co-Executive Director of Resilient Futures.

Dr. Kathryn Young is a Professor in Secondary Education at Metropolitan State University of Denver.