Issue link: http://educator.cta.org/i/1175948
Likely the most well-known of trauma-informed practices, the extensive research on mindfulness shows that it decreases stress and anxiety, increases attention, improves interpersonal rela- tionships, and strengthens compassion, along with a wealth of other benefits. Mindfulness literally changes the brain, decreas- ing activity in the amygdala, which is related to fear and difficult emotions, and increasing activity in the hippocampus and pre- frontal cortex, both of which help the body regulate emotions and behaviors. At Sacramento's Mira Loma High School, teacher Phe Bach utilizes mindfulness in his chemistry class to help control emo- tions and focus attention, discussing the neuroscience behind the practice with his students. He also hosts a weekly mind- fulness lunch, open to all, providing a space and guidance to help students "let their emotions be guests that come and go naturally." "When Mr. Bach first started his mindful lunch group every Tuesday, not only did I receive guidance on how to become mindful, I also realized that worrying about what I got on my last precalculus test was not only the antithesis of mindful- ness, it was a waste of my time and energy," student Aditya Rajavelu writes. A presenter with CTA/Stanford's Instructional Leadership Corps, Bach teaches fellow educators in San Juan Unified and beyond how to bring mindfulness to their classrooms and lives — and he is quick to note that the practice is as much for him as it is for the students. "To practice mindfulness, you have to take care of yourself first. If it weren't for mindfulness, I wouldn't still be in teach- ing. Before, I stressed out a lot, but now I haven't written a referral in years," says Bach, a member of SJTA. "If you want to teach trauma-informed, you have to live it. You cannot give anything you don't have." While it might seem that all the focus is on the needs of students, self-care for educators is an integral piece of the success of any trauma-sensitive school. Educators who work directly with traumatized children are particularly vulner- able to secondar y traumatic stress, or compassion fatigue, which can cause educators to feel worn out or overwhelmed by students' traumas. "Self-care is an obligation for people who work with trau- matized people or kids," says Dyken. " We have to teach them by example and show them it's really important to take care of ourselves." Self-care can take many forms, including going to a peaceful place on campus to relax for a moment. In Jamestown, Miotti, Bennett and Justine Jordet, a behavior and attendance support assistant and CSEA member, created such a place this sum- mer when they gave the teachers' lounge a serene makeover. What was previously just a drab break room is now a colorful, restful haven for educators to grab a quiet bite or sit on the couch with a cup of coffee. JTA keeps the lounge stocked with snacks and refreshments. "It's a safe space — a place where you can come and just be," Miotti says. "We have to take care of each other. We need self- care to help our students deal with their trauma." M O R E A N D M O R E of our children and youth are coping with the impact of trau- matic events in their lives. Trauma severely affects their ability to learn and grow, and often results in disruptive behaviors. This story is part of our series that looks at how educators are handling students with trauma. In addition, youth- care expert Charles D. Appelstein offers strategies for educators on page 39. Read more at californiaeducator.org/teaching-through-trauma. "To practice mindfulness, you have to take care of yourself first. If you want to teach trauma-informed, you have to live it. You cannot give anything you don't have." —Phe Bach, San Juan Teachers Association SPECIAL REPORT In chemistry class at Mira Loma High, an International Baccalaureate school, Phe Bach creates a peaceful environment. 25 O C T O B E R / N O V E M B E R 2 019