How can you support students dealing with trauma?

The only way to handle trauma in students is to empathize with them. The main factor that should be kept in mind is "Listen to them" rather than providing solutions in first meet. When they finally open up their heart out, being empathetic and generous to them will be helpful in reducing their trauma in next upcoming meetings.

Sempre achei positivo que os professores conversassem sobre os estudantes. Nas salas dos professores, eu quase nunca interferia, mas quando a conversa descambava para a reclamação coletiva sobre algum aluno, me via na obrigação de lembrá-los que os estudantes são seres em formação. Não sei quantas vezes na vida compartilhei que a indisciplina pode ser um pedido de socorro. Cabe aos educadores buscarem entender este contexto, ler os sinais e, a partir deles, buscar amparar o estudante. Ninguém escolhe o que vai passar na vida, mas escolhe como vai passar, como vai reagir. Educar também é sobre isso.

Para ayudar a los estudiantes a enfrentar traumas que le obstaculizan el aprendizaje se podría implementar la intervención Escritura y Cuento terapéutico. Escribir acerca de situaciones dolorosas y desde el anonimato aumenta el bienestar psicológico y la afectividad positiva y disminuye los síntomas físicos

In student support services and education, we come across students dealing with trauma. Yes, it can be difficult and complex. There is no one uniform way to support. As counsellors dealing with students daily, one should be observant, pick in cues, establish a sense of professional comfort and empathy for the student to share and then provide guidance/support towards resilience. In building support to the student, joint problem solving is key - Systematic discussion and plan to identify trauma points and way it comes out in exterior behaviour and actions helps support towards emotional safety, coping strategy and moving forward. Regular constructive feedback and conversations can also be of strategies to constant support.

As I prepare adults for international English tests, I constantly deal with exam anxiety. This made me develop many tips to help students cope with stress. Learners are grateful if we touch on this topic as many of them feel that coaches only teach them to do tests. Another important aspect is that adults take English tests to migrate to another country or stay in a new country. Many of them left their country because of the war, like people from Ukraine and Israel. From time to time, they want to talk about their feelings and are eager to hear some kind words. What's more, they are more likely to accept support from me once they know that I live in Kyiv and understand their emotions.

La posture de l’enseignant doit être équanime, son humeur constante, il doit être explicite sur ses attentes, dire ce qu’il va faire et faire ce qu’il a dit. Associer les élèves à ce contrat est de nature à permettre une meilleure appropriation des règles. L’ensemble doit permettre d’assurer un cadre éducatif et affectif protecteur, prévisible et rassurant.

When fathers shoes fit to son, then behavioral approach needs to be changed, act more like friend than father... Same with students, you need to counsel them as friend not as a teacher. Once you share and care, then automatically they will open and tell real issues... and believe many a times, the issues are migure...

A teacher must have a detailed information about the students:Background,academic ability,health status,weight,height,hobbies and other interests. It will be easy for the teacher to identify students with trauma based on the factors above. The information of the students by the teacher will help to identify the cause of the trauma and provide solutions. Building a good and steady relationship:A teacher must be a good friend of his students,this will allow the teacher to have easy access to the students. The teacher must be available,supportive and friendly with the student. Teacher must work together with physiotherapists,psychologists,medical personnel,counsellors,friends and families and maintain a high degree of confidentiality .

It's important to create an atmosphere of calmness and peace around yourself to be able to attract students who would want to share their trauma and struggles with you as the professor. I am often amazed at how students who are not my officially assigned advisees are able to come to talk about what they may be going through and seek advice. Ability to listen actively and with an empathetic ear is key. So also is advice that seeks to assure the student of personsl and officially available school sources of support.

Higher Education Institutions should to provide platforms that facilitate healing: ◇Create safe spaces "I know you are out there" to validate the student "I see you, I hear you" ◇Provide therapeutic support "I believe you, I will walk with you" ◇Provide academic support "You matter to us" Ensure that you have guidelines, protocols, rules and regulations that support survivors as they recover from a traumatic event.

Talk to them, many times they have no one listen and hear them. Empathy is the key, understand their problem and at least give them this confidence that you are there to listen to them. They need emotional support and few nice, gentle,calming words expressing your care and support to them might do the turn around. Give them faith to believe in themselves . Be a Mentor or a Friend and not simply a supervisor.

The single most important trait for any adults working with children in trauma is to be emotionally regulated themselves. Trauma responds subconsciously and intuitively to trauma. It remains deeply embedded in the subconscious and manifests itself in the seemingly most inopportune times. If an adult does not have the capacity or skill of attunement (that is the ability to loan your emotional control to another person) they may be doing more harm than help. Our ability to hold space for others is limited by our capacity to hold space for ourselves. If we haven't dealt with our own trauma, our undealt with trauma may be a significant trigger to the trauma of those we are caring for.

NEVER use the words “I know what you are going through” or “I know how you feel” these words will shut someone who has trauma down as you will never know how they feel. All situations are different.

Trauma is an emotional shock faced due to an upsetting emotional experience. To support emotional regulation and help such students one must lend an ear to them to vent out their emotions and give them hope and assurance by real life examples where small stuff does not matter later. The most important aspect is to understand such kind of emotional students and help them overcome their weaknesses by making them realise and work over these aspects.

As a teacher,we often notice any kind of behavior change in any one of our students. It can be recognized by the body language,class participation, attendance percentage, assessment results and emotional outlook that a student is not normal and might be going through a trauma. It is important to take time to personally ask the student about the thing which is disturbing and causing distress. The student should be made assure that their talk if they do any, would remain confidential and would only be used to change the situation for better. Inshort, the teacher has to play the role of a psychologist to make students successfully pass the difficult stages of life.

Making them understand the perspective of Life: Challenges and hurdles as being regular phenomena and to deal with them clinically. Narrowing down the Problem: Unnecessary or overthinking kills self abilities to overcome situations. Think, Identify and act upon them. Forming a purpose of everything that we do: Nothing comes without or nothing is without any purpose or perspective. To be focused and to be able to enjoy everything that we do, make it purposive.

Strength-Based Approach: Identify and nurture students' strengths, talents, and positive qualities to boost their self-esteem and confidence. Encourage Interests: Support students in pursuing activities or subjects they are passionate about, fostering a sense of purpose and motivation. Set Goals: Collaborate with students to establish realistic and achievable goals, empowering them to strive for success and growth. Provide Encouragement: Offer consistent encouragement, positive feedback, and recognition for their efforts and progress, reinforcing a positive outlook on their abilities.

Hoje, empiricamente e sem rigor estatístico algum, penso que existem duas concepções básicas e muito divergentes entre pais: os que querem seus filhos em uma redoma de vidro protegidos e os que querem seus filhos expostos a desafios e desenvolvam o quanto antes o “couro grosso”. Bem, à luz da ciência, ambos estão parcialmente certos e errados. Há boas evidências que erra quem quer superproteger adolescentes e também erra quem quer expor crianças a situações desafiadoras. Para cada etapa, ou estádios, como dizia Piaget, devemos utilizar estratégias distintas. Os pais precisam ter calma e resiliência para proteger seus filhos no momento adequado e expor seus filhos a desafios quando for a hora.

As a child who personally lived through trauma in the home and was excited to go to school everyday to escape the abuse at home..only to be picked on and bullied at school by the “tough girls” - I couldn’t escape it and became a broken soul with no fight left in me. The one thing that could’ve saved me would’ve been having someone (a mentor, teacher, counselor)to help me build my confidence and belief in myself, which in turn would’ve empowered me to recognize my worth, use my voice and ultimately take action. Had someone helped me at a young age, I would’ve never repeated generational patterns into adulthood that impacted my entire life. It wasn’t until I was brought to my knees, that I finally healed the wounds from my childhood.

Supporting students with trauma is about building trusting relationships, creating safe environments, and promoting a sense of belonging. By embracing trauma-informed practices and providing emotional support, we empower students to heal and thrive. Let's prioritize relationship healing and inclusivity to create supportive spaces where every student feels valued and understood.

I’ve had the horrible honor and insane privilege to instruct students who had a shooting on campus. Until recently, I had an average of one student reaching out after being assaulted during their freshman year. It’s a sad reality of the world we find ourselves in. What most of these students asked me for was simple support. They wanted to stand on their own 2 feet, but hadn’t found Rock bottom yet the most important thing we can offer our students who are suffering is support and stability. You really can’t learn unless you feel safe to learn. We know if we push students too hard they just shut down and don’t receive any messages but we may not be what’s pushing them. We have to account for social circumstances in learning.

First of all I want to say to all students.....this is not your last exam , you have so many opportunities to rock. Stand up with courage ,do efforts deliberately and consciously . Every challenge comes to make you more stronger. Life is a beautiful gift by Divine live it consciously.

WHOOO boy. I have been through TRAUMA. The most helpful thing for me was when someone gave me space...space to grieve, space to heal, space to be angry. I keep an open door policy with students who need a place to vent or cry or just *be*. I can leave and you can have the room if you need. Or I can sit and help navigate. Or (my personal favorite): I will hype and validate. Sometimes you need a mentor to hype you up and I AM that girl for you.

As modern humans we consume more information & experiences through communication platforms than ever, and it all needs to be processed, digested, used or released. In my experience having the tools to regularly practice letting go of this “stuff” will keep our stress bucket empty and our glass full whilst also building resilience.

By recognising that the behaviourist approach does not work for trauma. Not for classroom management. Not for attendance. Nothing.