[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595135-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-595135-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","trauma-informed-practices-in-the-newcomer-childs-classroom","Trauma-Informed Practices in the Newcomer Child’s Classroom","","Trauma-informed practices address the realities of refugee children entering Canadian classrooms with prior experiences of trauma, violence, and loss that often lead to dysregulation and learning disruption. The article argues that trauma-informed professional development for educators, the inclusion of behaviour specialist teachers, and dedicated instructional time for self-regulation skills are essential. It explains why educators should respond using “What happened to you?” and describes how classroom sensory triggers and secondary trauma can further impair both student and teacher wellbeing.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/trauma-informed-practices-in-the-newcomer-childs-classroom/595135/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/trauma-informed-practices-in-the-newcomer-childs-classroom/595135.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"Why aren’t trauma-informed practices yet the standard for newcomer refugee classrooms?","Question",{"text":61,"@type":62},"The text states that despite the needs of refugee students, trauma-informed practices are still not the standard in Canada, so educators may lack consistent implementation.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What does trauma-informed education recommend when a student is dysregulated?",{"text":66,"@type":62},"It recommends asking “What happened to you?” instead of “What’s wrong with you?” to reframe behaviour as a trauma response.",{"name":68,"@type":59,"acceptedAnswer":69},"How can schools support trauma-affected students to improve classroom learning conditions?",{"text":70,"@type":62},"The article calls for trauma-informed professional development for teachers, behaviour specialist teachers in schools, and specific classroom time to teach self-regulation strategies.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},595135,1792102100,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nTrauma-Informed Practices  \nin the Newcomer Child’s Classroom  \nShyla Mills  \nAbstract  \nMany refugee children have experienced trauma. When refugee students enter Canadian classrooms, they bring their trauma with them. Despite this, trauma-informed practices are still not the standard in Canada. When educators use trauma-informed practices, they can help refugee students who are struggling. Implementing trauma-informed professional development, behaviour specialist teachers, and specific time to teach self-regulation skills would benefit the trauma-affected students and would make the classroom a better learning environment for everyone.  \nWhen refugee students are dysregulated (unable to calm themselves down) in the class, a trauma-informed educator asks “What happened to you?” instead of “What’s wrong with you?”In the 2016 Canadian census, Statistics Canada (2017) reported that refugees made up 11.6% of Canada’s population (para. 4) . Many newcomer refugee children experienced trauma, violence, and loss in their home country; as a result, they are more likely to have mental health issues (Chuang & Moreno, 2011) . Teachers directly affected by this trauma have reported that atypical student behaviours made it frequently impossible to complete instructional outcomes (Blitz et al. , 2016) . Though there have been some attempts at implementing trauma-informed practices, these practices need to be at the forefront of education, because they are essential in helping newcomer children to develop self-regulation skills. Self-regulation skills refer to the ability to be self-aware and self-correct when one is becoming dysregulated (Benevento, 2004) . To establish trauma-informed schools, schools must provide trauma-informed professional development for teachers, implement behaviour specialist teachers directly in schools, and allow teachers to allocate specific time for the teaching of self-regulation strategies in classrooms.  \nMany schools are receiving increasingly large numbers of refugee students who have experienced trauma (Tweedie et al. , 2017) . Trauma is identified as an overpowering encounter that changes a person’s certainty that the world is positive and secure (Brunzell et al. , 2016) . There are multiple forms of trauma, such as familial separation, abuse, environmental disasters, terrorism, and grief (Jacobson, 2021) . When children undergo trauma in childhood, this can lead to delays in educational achievement (Thomas et al. , 2019), problematic behaviours in the school setting such as limited attention span and unsociable manners (Blitz et al. , 2020), and poorer mental processes such as conflict resolution and management of emotions (Jacobson, 2021) . Bright lights and loud sounds are considered normal in Canadian classrooms, but to children who have experienced trauma they may be overly stimulating and could cause them to react in an extremely stressful way (Tweedie et al. , 2017) . Trauma-affected students may go to school with hopes to perform well, but find themselves overwhelmed (Brunzell et al. , 2015) and are unable to control their feelings, succumbing instead to involuntary, emotionally charged reactions (Tweedie et al. , 2017) . Trauma-affected students need additional support in schools to self-regulate (Blitz et al. , 2020), and schools need specific polices to address this behaviour while avoiding aggravating or even inflicting more trauma on the students (Jacobson, 2021) .  \nRefugee newcomer youth have lived through many unique stressful experiences that separate them from Canadian-born children, directly affecting their mental health (Chuang & Moreno, 2011) . A refugee child’s mental health can be affected by numerous stressors, such as familial separation or loss, exposure to extreme violence and war, and insecure resident status  \n(Durà-Vilà et al. , 2013) . The stressors do not cease once the children have arrived in their host country. In Canada, they may experience financial ","cbCaie2CLhBIYRIY","https://ap.wps.com/l/cbCaie2CLhBIYRIY","pdf",126685,"English","# Abstract\n## Educator response and trauma-informed framing\n## Self-regulation skills and trauma-informed school implementation\n## Forms and impacts of trauma in learning\n## Secondary trauma and educator wellbeing","[{\"question\":\"Why aren’t trauma-informed practices yet the standard for newcomer refugee classrooms?\",\"answer\":\"The text states that despite the needs of refugee students, trauma-informed practices are still not the standard in Canada, so educators may lack consistent implementation.\"},{\"question\":\"What does trauma-informed education recommend when a student is dysregulated?\",\"answer\":\"It recommends asking “What happened to you?” instead of “What’s wrong with you?” to reframe behaviour as a trauma response.\"},{\"question\":\"How can schools support trauma-affected students to improve classroom learning conditions?\",\"answer\":\"The article calls for trauma-informed professional development for teachers, behaviour specialist teachers in schools, and specific classroom time to teach self-regulation strategies.\"}]","Trauma-Informed Practices in the Newcomer Child’s Classroom | PDF",1792080506,13]