Issue link: http://educator.cta.org/i/1158290
U C S A N F R A N C I S C O ' S Healthy Environments and Response to Trauma in Schools (HEARTS) pro- gram uses a multi-tiered system of supports (MTSS) framework in its work with schools. Founder and director Joyce Dorado has outlined strategies for educators to deal with students with trauma. 1 Recognize that a child is going into survival mode and respond in a kind, compassionate way. Ask yourself, "What's happening here?" rather than "What's wrong with this child?" This simple mental switch can help you realize that the student has been triggered into a fear response, which can take many forms. Reflect back to a student who is acting out — "I see that you're having trouble with this problem," or "You seem like you're getting kind of irritated" — and then offer choices of things the child can do, at least one of which should be appealing to him or her. This will help them gain a sense of control and agency and feel safe. Over time, if a student with trauma sees that you really care and understand, they will be more likely to say, "I need help." circles, where students stand in a circle, and each answers a posted question designed to help them learn to listen and get to know their classmates in a different way. She also has family meetings, similar to restorative circles, once a week or as needed, where stu- dents sit and answer prepared questions that start simple and c a n b e c o m e m o r e c o m p l e x , o f t e n l e a d i n g t o e m o t i o n a l moments and discussion. They follow four guidelines: 1. Speak from the heart. 2. Listen from the heart. 3. No need to rehearse. 4. Just say enough. "We learn that we have more in common with each other than we think, and we can better support each other." Parameswaran cautions that while trauma-informed practices are very effective, it takes a village. "A teacher singlehandedly cannot teach 22 students when there are seven to 10 students who have suffered high trauma in the classroom," she says. "It is imperative that the teacher receive the necessary support and manpower — from the principal, behavior coach, social worker, therapist, psychologist and paraprofessionals." Guidance from HEARTS Early childhood adversity has been linked to: I N J U RY Traumatic brain injury, factures, burns I N F E C T I O U S D I S E A S E S HIV, STDs C H RO N I C D I S E A S E Cancer, diabetes R I S K Y B E H AV I O R S Alcohol & drug abuse, unsafe sex OPPORTUNITIES Education, occupation, income M E N TA L H E A LT H Depression, anxiety, suicide, PTSD M AT E R NA L H E A LT H Unintended pregnancy, pregnancy complications, fetal death Adverse Childhood Experiences "It is imperative that the teacher receive the necessary support from the principal, behavior coach, social worker, therapist, psychologist and paraprofessionals." —Anita Parameswaran, United Educators of San Francisco Centers for Disease Control and Prevention 46 cta.org feature