[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-580572-105":59,"doc-detail-580572-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-classroom-community-using-a-whole-child-approach-article-7","Building Classroom Community Using a Whole-Child Approach - Article 7","","Trauma, including abandonment, neglect, poverty, or abuse, affects students and makes classroom communities vulnerable to unpredictable behavior. This study investigates a Whole-Child Approach in a sixth-grade classroom to support students in creating a classroom community where they can thrive. A whole-child observation checklist and teacher journal with mindfulness lessons provided pre/post and triangulated evidence across relationship building, restorative practices, behavior recognition and redirection, and social-emotional skill building.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-classroom-community-using-a-whole-child-approach-article-7/580572/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-classroom-community-using-a-whole-child-approach-article-7/580572.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What kinds of trauma does the article describe as affecting students?","Question",{"text":112,"@type":113},"It describes trauma such as abandonment, neglect, poverty, or abuse, and notes school-age impacts including challenges to coping and adaptation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What classroom approach and tools does the study use?",{"text":117,"@type":113},"The study examines a Whole-Child Approach and uses a whole-child observation checklist, along with a teacher journal and mindfulness lessons, to collect pre- and post-data.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas does the Whole-Child observation checklist measure?",{"text":121,"@type":113},"It measures relationship building, restorative practices, behavioral recognition/reminders/redirects, and social-emotional skill building.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580572,1792272615,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Networks: An Online Journal for Teacher Research  \n\n| Volume 25  Issue 2 | Article 7 |\n| --- | --- |\n| October 2024\u003Cbr>Building Classroom Community Using a Whole-Child Approach\u003Cbr>Jennifer Wells\u003Cbr>University of South Carolina, [wwardw@gmail.com](wwardw@gmail.com)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/networks](https://newprairiepress.org/networks)\u003Cbr> Part of the Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Scholarship of Teaching and Learning Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nWells, Jennifer (2024) \"Building Classroom Community Using a Whole-Child Approach,\" Networks: An Online Journal for Teacher Research: Vol. 25: Iss. 2. [https://doi.org/10.4148/2470-6353.1390](https://doi.org/10.4148/2470-6353.1390)  \nThis Full Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Networks: An Online Journal for Teacher Research by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nBuilding Classroom Community Using a Whole-Child Approach  \nJennifer Wells ~ University of South Carolina  \nAbstract  \nTrauma, including abandonment, neglect, poverty, or abuse, affects students. Because of  \nthis, a classroom community is vulnerable to the sheer unpredictability of behaviors.  \nStudents who have experienced trauma need support in order to create a classroom  \ncommunity where they can thrive and learn. This study examines a Whole-Child  \nApproach purposely used in a sixth-grade classroom. A whole-child observation checklist  \nwas used to provide pre-and post-data in four areas: Relationship Building; Restorative  \nPractices; Behavioral Recognition, Reminders, and Redirects; and Social-Emotional Skill  \nBuilding. A teacher journal and mindfulness lessons were also used to triangulate data.  \nThis study shows that building a thriving classroom community where students learn can  \nhappen with students who have experienced trauma.  \nKeywords: community, whole-child, trauma,  \nIntroduction  \nLike people everywhere, students in my large suburban school district in Southern California have experienced traumatic events that result in challenges to coping and adaptation (Agaibi & Wilson, 2005) . Traumatic events for school-age children include abandonment,  \nneglect, poverty, or abuse, and urban students are particularly susceptible to PTSD (Ollison,  \n2019). COVID-19 added another, collective layer of trauma (Holmes et al., 2021) . In fact, one  \nthird of my students have experienced trauma such as attempted suicide, PTSD, death or  \ndeportation of a parent, and homelessness. If I include poverty, the number rises above 80% .  \nWith COVID-19, 100% of students have been affected.  \nTrauma can lead to changes within students (Agaibi & Wilson, 2005). Terr’s (2003) theory of childhood trauma identified four lasting characteristics: visualized memories; repetitive behaviors; trauma-specific fears; and changed attitudes about people, life, and the future. Consequently, students who experience trauma in their personal lives can create challenges in the  \nPublished by NewPrairie Press, 2024 1  \nclassroom in terms of academics and behavior, impacting their and their peers’ learning and the way I teach. Symptoms of PTSD in classrooms can include withdrawing, exaggerated responses,  \nrudeness, irritability, truancy, classroom misbehavior, and academic difficulties. Students who  \nexperience trauma may exhibit aggressive be","cbCaipbwbZNytgAC","https://ap.wps.com/l/cbCaipbwbZNytgAC","pdf",531654,33,"English","# Abstract\n# Introduction\n## Trauma and classroom challenges\n## Teacher morale, stress, and resilience\n# Theoretical Framework\n## Whole-child theory and Maslow’s hierarchy of needs","[{\"question\":\"What kinds of trauma does the article describe as affecting students?\",\"answer\":\"It describes trauma such as abandonment, neglect, poverty, or abuse, and notes school-age impacts including challenges to coping and adaptation.\"},{\"question\":\"What classroom approach and tools does the study use?\",\"answer\":\"The study examines a Whole-Child Approach and uses a whole-child observation checklist, along with a teacher journal and mindfulness lessons, to collect pre- and post-data.\"},{\"question\":\"Which areas does the Whole-Child observation checklist measure?\",\"answer\":\"It measures relationship building, restorative practices, behavioral recognition/reminders/redirects, and social-emotional skill building.\"}]","Building Classroom Community Using a Whole-Child Approach - Article 7 | PDF",1792037869,83]