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It links resilience to three factors: strong parent-child (or surrogate caregiver) relationships, good cognitive skills that support academic success and prosocial behavior, and self-regulation of emotions, attention, and behavior. It emphasizes educator awareness, supportive classroom conditions, partnership with families, and a mind shift from blame to understanding what happened and how students adapted.",{"@graph":69,"@context":121},[70,84,104],{"@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/teaching-in-a-trauma-sensitive-classroom-what-educators-can-do-to-support-students/590818/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-in-a-trauma-sensitive-classroom-what-educators-can-do-to-support-students/590818.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the first step educators should take to support students exposed to trauma?","Question",{"text":111,"@type":112},"Help students feel safe at school by demonstrating alternative, supportive relationship models and spending time in a classroom where care and respect are clear.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Which three factors are linked to resilience in children and teens?",{"text":116,"@type":112},"A strong parent-child relationship (or a surrogate caregiver relationship), good cognitive skills, and the ability to self-regulate emotions, attention, and behaviors.",{"name":118,"@type":109,"acceptedAnswer":119},"How should teachers change their perspective when a student shows difficulties?",{"text":120,"@type":112},"Shift from asking “What’s wrong with him?” to asking “What happened to him and how did he learn to adapt to it?” to better understand and support the student.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590818,1792078652,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teaching in a  \nTrauma-Sensitive Classroom  \nWhat Educators Can Do to Support Students  \nILLUSTRAT IONS BY THE I SPOT/BRIAN STAUFFER  \nBy Patricia A. Jennings  \nThe first step in providing support to children and teens  \nexposed to trauma and adversity is helping them to feel  \nsafe at school and demonstrating alternative working  \nmodels of relationships. By spending time in a supportive classroom, students can learn that school can be a safe place, and that teachers and peers can be caring, thoughtful people who are supportive and have their best interests at heart. Under these conditions, the school and the people in the school can serve as alternative attachment figures. This is not to say that teachers become their surrogate parents and that their peers become surrogate siblings. Teacher-student and student-peer relationships are different from family relationships, but they can serve a similar function by helping trauma-exposed kids develop new models of relationships and new models ofthe selfin relation to others.  \nAs human beings, the most important factor for our survival has been supportive relationships. We are strongly motivated to  \nPatricia A. Jennings isan associate professor in the Curry School of Education and Human Development atthe University of Virginia. A former preschool and elementary schoolteacher, her research and teachingfocus on social and emotional learning and mindfulness in education. This article was excerpted from her book The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching (W. W. Norton & Company). Reprinted by permission of the publisher. Copyright 2019 by Jennings.  \nbe accepted as partofa community that recognizes our value and provides opportunities to contribute and receive. We evolved tobe part of families and communities composed of individuals who care for one another. Without these bonds, human beings would not have survived or flourished as we have. However, today we are losing touch with these bonds. Trauma and adversity disrupt the development of attachment bonds that children need to develop their full potential. Our families and communities are fragmented. It’s harder for children and teens to find alternative attachment figures to connect with, leaving many kids unmoored. There are growing numbers of children left without homes and caregivers due to the opioid crisis.1 Furthermore, large numbers of refugee children and teens fleeing from severe hardship and war are entering our schools with special needs; many of them arrive unaccompanied by parents and require foster care.2  \nIn this article, which is excerpted from my book The TraumaSensitive Classroom: Building Resilience with Compassionate Teaching, we’ll explore how to build caring relationships with trauma-exposed students and how to help them build positive relationships with their peers. Admittedly, this is no easy task. Trauma-exposed students may interfere with classroom learning, which can be frustrating. Helping them can be particularly challenging because they may have difficulty trusting peersand adults, especially authority figures. They maybe overly defensive, anticipating adult criticism, or defiant, as away to assert control. Because trauma interferes with the development of relationship skills and emotion  \n12 AMERICAN EDUCATOR | SUMMER 2019  \nregulation, they often find themselves in conflict with peers, either victims or perpetrators of bullying. Educators also need tobe aware of children who tend to dissociate and become invisible as away to cope in social situations, leading to social isolation.  \nHow Teachers Help Build Resilience  \nClearly, traumatized students can behave in ways that may disrupt and interfere with teaching and learning. However, when we realize that their behavior—especially, lack of self-control—is a symptom of the trauma, we can begin to understand them and provide them with the support they need.  \nWhat can we, as their teachers, do? In 1998, two researche","cbCaimzrjD8yrqlS","https://ap.wps.com/l/cbCaimzrjD8yrqlS","pdf",629265,"English","# Teaching in a Trauma-Sensitive Classroom\n## How Teachers Help Build Resilience\n## Educator Strategies for Support","[{\"question\":\"What is the first step educators should take to support students exposed to trauma?\",\"answer\":\"Help students feel safe at school by demonstrating alternative, supportive relationship models and spending time in a classroom where care and respect are clear.\"},{\"question\":\"Which three factors are linked to resilience in children and teens?\",\"answer\":\"A strong parent-child relationship (or a surrogate caregiver relationship), good cognitive skills, and the ability to self-regulate emotions, attention, and behaviors.\"},{\"question\":\"How should teachers change their perspective when a student shows difficulties?\",\"answer\":\"Shift from asking “What’s wrong with him?” to asking “What happened to him and how did he learn to adapt to it?” to better understand and support the student.\"}]","Teaching in a Trauma-Sensitive Classroom - What Educators Can Do to Support Students | PDF",1792070486,18]