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No Nightmares in the Classroom

mbickhaus



 

 

Jack Skellington put it well when he said in The Nightmare Before Christmas, “Just because I cannot see it, doesn’t mean I can’t believe it!”  


Children who have experienced trauma experience it in their bodies and minds over and over again. Though they do not see the traumatic experiences repeated before their eyes, they see those experiences replayed in their minds’ eyes and their bodies respond as though the traumatic event is happening all over, again. 


The American Psychiatric Association (2013) defines trauma as, “As an exposure to an extraordinary experience that presents a physical or psychological threat to oneself or others and generates a reaction of helplessness and fear.” As educators are aware, “The exposure may have occurred in the distant or recent past, and pervasive symptoms such as intrusive thoughts of the event, hyperarousal to stimuli in the environment, negative moods, and avoidance of cues related to the trauma are characteristic of both acute and chronic posttraumatic stress,” (Levenson, 2017). Because our students are triggered by a number of variables that are often unpredictable and difficult for us to gauge, they are often in fight, flight, or freeze mode and are unable to function appropriately in the classroom when triggered. 


Halloween conjures thoughts of great fun in costumes, treats, parties, and amusement for many of us. There are numbers of children who, owing to trauma, will not enjoy classroom Halloween celebrations. These children might actually be triggered by the oft-associated darkness, scaring, costumes, etc. A classroom Halloween party might set the unsuspecting student off and send them into a spiral of experiencing their trauma all over again. 


What should be our response as teachers in classrooms where the majority are eager to celebrate with the traditional fare of costume parades, candy, scary movies, classroom parties, and more? 


The answer is somewhere on the side of caution but not in the way you might think; not in the way that says, “Cancel all the fun.”

 

The answer is trust.  


The first principle of any trauma-informed care is safety. Many students do not feel safe and often much of that felt safety is out of our control. We have to provide a safe space in the literal sense of the word by making our classroom environments clean, comfortable, and well-lit. Despite our best efforts to provide safety, students who have experienced trauma may be suspicious of others. They have learned through their traumatic life experiences that adults are not safe and rather than trusting others, they fear that adults will betray them. Part of creating a sense of felt safety is to establish a relationship with students in which they come to believe that the adults can be trusted. 


Davidson (2021) explains that a trauma-informed andragogy acknowledges that trust has to be earned over time. Davidson (2021) continues, “The slow development of trust in relationships is a healthy thing, perhaps especially for those whose trust has been abused in previous relationships. Relationships must be allowed to develop over time.” 


Establishing trust takes time, but relationships do not develop without intentional activities designed to foster relationships. Classroom activities tend to be relational by virture of the nature of those experiences. Teachers typically behave in ways that are conducive to relationship-building. Cultivating relationships and building trust come naturally to most educators.   


Here are some ways to build relationships and establish trust with students who have experienced trauma: 

  1. Consistency and Predictability: Maintain a regular routine in the classroom. Predictable schedules help students feel safe by minimizing the unknown. 

  2. Active Listening: Listen to students attentively without judgment. Acknowledge their feelings and validate their experiences. 

  3. Create Emotional Safety: Foster a non-judgmental, supportive classroom environment where students feel safe expressing their thoughts and emotions without fear of punishment or ridicule. 

  4. Respect Boundaries: Be aware of and respect students' personal and emotional boundaries. Avoid forcing participation in activities that may trigger them. 

  5. Provide Choices: Allow students to make choices about their activities or tasks to give them a sense of control over their environment. 

  6. Model Calmness and Patience: In times of distress, maintain a calm and patient demeanor to show students that you are a stable presence in their lives. 

  7. Celebrate Small Successes: Recognize and celebrate even the smallest accomplishments to build confidence and reinforce positive behavior. 

These strategies can help cultivate a trusting environment where students feel emotionally safe and understood. 


In the case of Halloween classroom parties, educators need to anticipate that some students may become overstimulated or triggered by the excitement, loud noises, or unsettling visuals like costumes or decorations. Being proactive means preparing for these possibilities ahead of time. This could involve setting up a designated quiet space where students can retreat if they begin to feel overwhelmed, ensuring that all staff are aware of potential triggers, and having calming activities on hand for those who may need a break. Additionally, it’s important to communicate with students ahead of time about what to expect during the party, offering them choices about their participation. By being prepared and sensitive to the needs of all students, teachers can create an environment where everyone feels safe and supported during the festivities. 


If you’ve done the work to establish healthy relationships, built trust with your students, and prepared for the possibility of a student becoming triggered, then it’s time to set the tone for good, healthy fun! When students feel safe, supported, and understood, they are more likely to enjoy the festivities in a way that’s positive and inclusive. With a trauma-sensitive approach in place, you can create a Halloween celebration where all students, even those with challenging past experiences, feel a sense of belonging and joy.


Remember, a well-prepared, compassionate environment allows everyone to participate at their comfort level while still making space for celebration. 

 

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). 

Davidson, J. W. (2021). Beyond Trigger Warnings: Toward a Trauma-Informed Andragogy for the Graduate Theological Classroom. Teaching Theology & Religion, 24(1), 4–16. 

Levenson, J. (2017). Trauma-Informed Social Work Practice. Social Work, 62(2), 105–113. 

 

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