TRAUMA

TOOLKIT

TOOLS TO SUPPORT THE LEARNING &

DEVELOPMENT OF STUDENTS EXPERIENCING
CHILDHOOD & ADOLESCENT TRAUMA

In partnership with
TABLE OF CONTENTS
Introduction 1

The Data 3

What is Trauma? 4

Trauma in the Home 5

The Symptoms of Trauma and How it Affects Learning 6

Top 8 Questions Answered:

How Educators Can Support Children Experiencing Trauma 8

How do I help my students if they are below their age appropriate developmental 9
level for social & emotional learning?

How do I help my students center and calm themselves after experiencing a trigger event? 11

How do I help students cope with their emotions daily in class? 13

What do I do if my student is having a meltdown? 15

How can I support a child who is experiencing severe trauma? 17

When do I connect my student with a social worker, 19

school counselor, or other professional for support?

How do I help my students learn even while they experience or try to recover from trauma? 21

How do I teach my students to self-manage their emotions? 23

Getting Support 25

From Your School Community 25

From Parents & Guardians 25

From Your Union 26

Self-care & Compassion Fatigue 27

Additional Resources 28

References 30

© 2017 First Book. Written by Julye M. Williams, with contributions from Katie Scherrer. Designed by Raven & Crow Studio.

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INTRODUCTION
As educators, we want our students to be happy, healthy, and prepared to reach their highest potential.
These aspirations are most often possible when children have environments that provide safety, support,
love, and nurturing. Unfortunately, this is far from reality for almost half of the children in the United States
– about 35 million – who have experienced one or more types of trauma.1

As educators, we may notice unhealthy or concerning student behaviors in the children we serve.
Understanding the source of this behavior, recognizing that this behavior may be symptomatic of trauma,
and then knowing how to support student learning when trauma is a factor, is far less obvious.

This toolkit, created by First Book and funded by the Maryland State
Education Association (MSEA), is designed to provide an overview of
the causes and symptoms of trauma, offer insight on frequently asked
questions, and provide actionable steps educators and caring adults can
take to support student learning and development.

In this toolkit, educators will:

> Learn about the most common sources of childhood trauma

> Learn how trauma affects learning, and how it manifests in students
> Receive tools and techniques to help students manage their social &
emotional behavior
> Learn how to gain additional support from your community, student
caregivers, and MSEA
> Learn about the importance of self-care, and how to handle compassion
fatigue

Childhood trauma is a broad topic, and there are many organizations that focus on it exclusively.
The ideas presented in this toolkit are the result of a broad review of books, published papers, and other
resources focused on adolescent and childhood trauma and how it impacts students in the classroom
and in after school program settings. This toolkit was designed to save educators time by culling together
and highlighting the most salient and actionable resources from across this literature review, using
First Book member feedback as the starting point for this work. The FAQs included in this toolkit were
developed in direct response to MSEA member questions about how to support children who have or are
currently experiencing trauma; however, are relevant to educators nationwide who are supporting children
experiencing trying times and situations.
1
Bartlett, J., Smith, S., and Bringewatt, E., (2017) Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early
Care Education. p. 1

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This reference tool for educators was designed to work in conjunction with First Book’s Healthy Feelings
and Relationships collections of books and free reading guides. Available through the First Book
Marketplace (www.fbmarketplace.org/healthy-feelings-relationships), these reading guides help educators
teach social and emotional learning to Pre-K – 7th graders using picture books and graphic novels. These
book-and-resource pairs were developed in partnership with the MSEA, Molina Healthcare, and CASEL
(Collaborative for Academic, Social, and Emotional Learning) to help kids understand and articulate
their feelings and better manage their resulting behavior, with special consideration and guidance for
supporting children who have or are currently experiencing trauma.

HEALTHY FEELINGS AND HEALTHY FEELINGS AND HEALTHY FEELINGS AND RELATIONSHIPS:
RELATIONSHIPS FOR PreK-K
Children’s social and emotional development, like their physical development,
RELATIONSHIPS FOR 1ST-3RD GRADE
Children’s social and emotional development, like their physical development, A READING GUIDE
is a key component of overall health and well-being. is a key component of overall health and well-being.

LLAMA LLAMA TIME TO SHARE SEL Competency: A BIKE LIKE SERGIO’S SEL Competency: EL DEAFO LEARN IT!
Written by Cece Bell
Written and illustrated by Anna Dewdney RELATIONSHIP SKILLS Written by Maribeth Boelts, SOCIAL AWARENESS SELF-AWARENESS means
illustrated by Noah Z. Jones Cece loses her hearing as a young child. being able to identify
The ability to establish She uses a special hearing aid at school your emotions, feel
The ability to take the perspective
and maintain healthy of and empathize with others called a Phonic Ear. This creates some social confident, and recognize
and rewarding from diverse backgrounds and challenges for Cece; however, it also inspires your own strengths. Look
Llama has a new neighbor, Nelly Gnu. The two meet and play, but relationships with Ruben longs to own a bike like Sergio’s, but his her to create her alter ego, El Deafo. El
cultures, to understand social and for ways in which Cece
Llama does not want to share a favorite doll! When not sharing diverse individuals family cannot afford it. When he finds a $100 bill that Deafo’s confidence and creativity help Cece find ways to better
ethical norms for behavior, and becomes more self-aware as you read
causes a mild disaster, the two learn that it can actually be much and groups. a woman dropped at the store, he must face a tough communicate her needs and stand up for herself.
to recognize family, school, and El Deafo.
more fun to share with others. question – is it right to keep the money that he found?
community resources and supports.

CONVERSATION STARTERS CONVERSATION STARTERS EXPLORE IT!

™ Cece feels embarrassed about her hearing loss and her hearing aid. What are some other things that people
™ As you read the book, ask the children to identify how Llama and Nelly are each feeling based on what they Have you ever lost something important to you? How did you feel? What did you do? may feel embarrassed about? How can we overcome feelings of embarrassment?
�
can see in the pictures. How does Llama feel when Nelly starts to play with Llama’s toys? Why do you think How does Ruben feel when he realizes that he found $100? Why do you think he doesn’t tell his parents that š Cece has to be like a detective, always looking for clues that help her understand what people are saying. What
Llama frowns and then sits in the chair?
�
he found the money? How does he feel when he thinks he lost it? clues do you use to help you understand others?
š How does Llama feel when Fuzzy Llama’s arm is ripped? How does Nelly Gnu feel? Have you ever felt like Why does Ruben decide to give the money back to the lady? What is he giving up by giving her the money?
Llama or Nelly Gnu? What happened?
� › Why does Cece choose to leave the sleepover instead of telling the others what is bothering her? What are
What does he gain? How does it affect the lady to have the money back? some other situations when people may be uncomfortable talking about their feelings? What would you tell a
› Do you like to share? What is something positive that can happen by sharing with someone else? When have you had to make a tough choice about whether something was right or wrong? How did you decide
� close friend who was uncomfortable telling you how they feel?
œ What is something that you can do when you don’t feel like sharing? How might this idea help everybody feel what to do? How did you feel after you made your decision?
œ Ginny tries to be helpful to Cece, but the ways she tries to help (speaking loud and slow, and introducing her to
better? Why should you try to share?
others as her “deaf friend”) actually make things harder for Cece. Has anyone ever done something like this to
you? How can we know if the ways we are “helping” a friend are actually helpful?
Sharing Circle My Values
TRY THIS

How does Martha handle her feelings of guilt after Cece’s eye is injured? How does this effect their friendship?
TRY THIS


Have the children sit in a circle. Pass around an instrument or toy and sing a song when it is each child’s Have students create a list of 3-5 values that are important to them, and draw themselves engaging in What are some other ways that Martha could have dealt with her feelings?
turn to use the item. When the song is over, have them pass the item to the next student and sing the song three acts that demonstrate how those values are a part of their lives. As the educator, you may want to
share a personal example to help prompt this thinking. Ask students how they feel when they act in a way Consider allowing students to explore some of these questions through journal writing or quiet reflection, and to
to him or her. Here is an example song, sung to the tune of “London Bridge:”
that is in line with their values. Ask them to think about a time when they acted in a way that was not in choose what, if anything, they feel comfortable disclosing to the larger group.
It’s Aliyah’s turn to ring the bell (or hit the drum, bounce the ball, etc.),
ring the bell, ring the bell. line with their values; how did they feel in that experience?
It’s Aliyah’s turn to ring the bell, Cece creates an alter ego named El Deafo. El Deafo has many superpowers, including super hearing. Create
we’re all sharing! My Choices, My Feelings

TRY IT!
your own alter ego in which something that challenges you becomes your super power. What would your name
Be sure that every child in the circle has a turn. Brainstorm some difficult choices that students could imagine facing. Next, have the students select one of be? Who are your opponents? Write a story or draw a mini-comic that features your superhero overcoming a
these tough choices and imagine that they are experiencing it now. Have the students take about a minute
challenge. Being able to recognize our individual strengths is an important part of self-awareness.
What Could You Do? or so to close their eyes and feel what it would be like to have to make this choice. Then have them open
Individually, in small groups or pairs, or in a full group, ask the students to create a list of potential conflicts their eyes and write as many words as they can to describe what it felt like physically and emotionally to face As part of this activity, consider sharing real life resources available in your school and community for young people
children sometimes experience. Ask them to think about what they would do in that situation. Remind this choice. Repeat this process, with the students then imagining two different ways that they could resolve who may face challenges such as disabilities, abuse, poverty, mental health issues, sexual identity questions, or
them that the suggested responses should be in line with the class or group agreements, or present a few the choice, and describing in writing how each choice feels. Afterward, discuss the experience. Were there addiction.
guidelines to help them decide what to do (i.e. no touching another person, no yelling, etc.). Suggested common feelings among the group? Were there any feelings that signaled that one choice might be better
scenarios could include someone taking a toy you were playing with, someone asking to borrow your than another? Helping children identify the physical and emotional feelings that accompany decision-making
crayons, someone bumping into you, etc. can help prepare them to make good choices in the future.
For more resources to support Social & Emotional Learning,
please visit www.fbmarketplace.org/sel-hub.
This tip sheet was created by First Book and CASEL, with generous support from Molina Healthcare. This tip sheet was created by First Book and CASEL, with generous support from Molina Healthcare. This reading guide was created by First Book,
For additional reading guides and other educational resources, visit www.fbmarketplace.org For additional reading guides and other educational resources, visit www.fbmarketplace.org with generous support from MSEA.
HEALTHY MIND, HEALTHY BODY HEALTHY MIND, HEALTHY BODY
www.firstbook.org

We recognize that schools and individual educators cannot do this work alone. There are policy decisions
that need to be made and implemented to better support you and the children you serve. This toolkit does
not focus on the policy aspect, but will offer resources in the appendix should you want to further engage
your community or your local and state leaders on this topic.

With the help of educators like you, traumatized children can flourish despite overwhelmingly difficult
experiences. Doing so, however, requires the support of everyone – educators, school leaders, support
staff, parents, and children – to recognize and respond to the effects of childhood trauma and the impact
it can have on learning and behavior.2 First Book and MSEA hope this resource, coupled with the Healthy
Feelings and Relationships collections, proves to be a helpful starting point to supporting you as you
support the children you serve and set them up for success in their education and beyond.

2
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. p. 9

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THE DATA
Research has shown that social and emotional learning (SEL) strongly impacts
children’s academic success. As early as their first years in school, children’s emotional and
behavioral competence is a critical predictor of their future academic performance – even more so than
their cognitive skills or their family background.

Why? Children who have less-developed SEL skills and who behave in anti-social ways are less likely
to participate in their classroom environment, which often makes it challenging for them to be embraced
by their classmates, and sometimes school staff. This lack of acceptance and integration greatly affects
children’s academic progress, particularly in their early childhood and early elementary school years.

On the other hand, children who have more developed SEL skills, and can regulate
their emotions despite having a disadvantaged background or having experienced
trauma, perform better in school. 3 One of the major challenges in supporting children’s SEL,
especially for those who have experienced trauma, is identifying them in the first place. Although research
shows the benefits of early intervention and treatment, many young children and parents do not receive
evaluation or support in the areas of behavioral, social, emotional or mental health.4

80% of
primary care
Even in structured physicians &
96%
Less than 1% ped o
early learning settings iatri f
of young children cian
such as Head Start, s
with emotional
80% of parents do not formally
behavioral
needing mental health screen for maternal
problems are
services did not depression in spite
identified.
receive them. of its proven impact
on caring for young
children.

Nearly 55%
of family practitioners Behavioral problems
and pediatricians report Between 80 – 97% among young children are
that they did not use a of children ages 3 – 5 often predictive of later
standardized tool to screen with identified behavioral conduct problems, antisocial
for developmental delays health needs did not behaviors, delinquency,
during well-child visits for receive services. and serious mental health
two-year-olds. problems.

3
Aratani, Y., Wight, V., and Cooper, J. (2011). Racial Gaps in Early Childhood: Socio-emotional Health, Developmental, and Educational
Outcomes Among African-American Boys. p. 3
4
Cooper, J., Masi, R., and Vick, J. (2009). Social-emotional Development in Early Childhood: What Every Policymaker Should Know. p. 6

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Trauma is pervasive. Studies estimate between 3.3 million and 10 million children in the U.S. witness
violence in their own homes each year. In a recent study done in Massachussetts, 90% of students
evaluated said they experienced at least one type of trauma.5

WHAT IS TRAUMA?
Experts explain that trauma is not an event itself, but instead a response
to a stressful situation
in which a person’s ability to cope is dramatically undermined. 6 For children, trauma
occurs when a child experiences an event that causes actual harm or poses a serious threat to his or her
emotional and physical well-being.7

The types of trauma a child can experience include: 8

Community Violence Physical Abuse Complex Trauma

Refugee Experience Domestic Violence School Violence
Early Childhood Trauma Sexual Abuse Medical Trauma
Terrorism Natural Disasters Traumatic Grief
Neglect

Traumatized children can enter your class believing that the world is a scary, threatening place.

There is no one-size-fits-all approach to supporting children who experience trauma. The symptoms and
behaviors that children display can be as varied as the traumatic events they experience. There are,
however, four key factors to supporting kids in trauma:8

The key things children experiencing trauma need are:

1. Safety
2. Caring adults / positive relationships
3. A feeling of accomplishment and/or success

4. Choices and options in daily tasks, like assignments, that help develop their sense of agency and
control over their lives.

5
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. pp. 1-6
6
Ibid, 18
7
Bartlett, J., Smith, S., and Bringewatt, E., (2017) Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care
Education. p. 4
8
Types of Traumatic Stress. National Child Traumatic Stress Network. http://www.nctsnet.org/trauma-types

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Trauma In The Home
Recent research has shown that victimization in the home is the most prevalent form of trauma among
children treated by mental health professionals.9 Childhood trauma from exposure to family violence can
manifest as:
• Diminished concentration and memory
• Decreased organizational and language abilities
• Inappropriate behavior
• Depression and/or anxiety
• Perfectionism
• Self-destructive behavior
• Suicidal behavior1011

When a child’s source of trauma is their

caregiver – someone they trust and on
A traumatized child’s most whom their life depends – the consequences
challenging behavior often a child experiences can be devastating. 12
Because traumatized children see the world through a
originates in immense lens of fear and uncertainty, they are often on constant
feelings of vulnerability.11 alert for danger. They are unable to take off their “trauma
glasses” as they go between home and school – from a
dangerous to a safe place.

A traumatized child’s most challenging behavior often originates in immense feelings of vulnerability.
These feelings can translate into behaviors that interfere with learning and building relationships and can
often sabotage their ability to hear and understand a teacher’s positive messages. Additionally, a child’s
ability to perform well academically and to behave appropriately is also affected. Studies show abused
children have more academic problems and are more likely to receive special education services, have
below-grade level test scores, poor work habits, and are 2.5 times more likely to fail a grade.13 The reality
that family violence is often kept a secret makes it even more difficult for educators to identify the root
cause of student behavioral and learning problems.

9
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. pp. 1-6
10
Ibid
11
Ibid, 33
12
Ibid, 2
13
Ibid, 4 - 5

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The Symptoms of Trauma & How it Affects Learning 14

Major symptoms of trauma:14

COGNITIVE INABILITY TO PROCESS INABILITY TO WARINESS OF

DELAYS RELATIONSHIPS PREDICT AND MAKE THE FUTURE
AND EMOTIONS INFERENCES
A delay in The future feels
normal brain Difficulty forming Difficulty understanding unpredictable and
development or maintaining cause and effect. out of control.
process. relationships.

MAJOR SYMPTOMS OF TRAUMA INCLUDE:

Cognitive delays. Children and adolescents who experience developmental trauma or traumatic
experiences often experience a delay in their normal brain development process. Examples of this include
difficulty concentrating or paying attention, increased frustration with difficult tasks, noncompliance with
directions, and challenges with executive function – especially planning and problem solving.

Inability to process relationships and emotions. For example, students may have difficulty forming or
maintaining relationships, reading social cues, and trusting others.

Inability to predict and make inferences. Traumatized children often have no understanding of cause
and effect. Because of this, they can have difficulty understanding that they can influence what happens to
them.15

Because of a lack of understanding of cause and effect, children often

experience an impaired development of things like:15
Goal setting
Delayed gratification
Motivation and persistence
Receptiveness to behavior management techniques

.
Wariness of the future When children live in environments where they can’t make connections between
their actions and the responses they trigger, the future can feel unpredictable and out of their control. This
may lead some children to become extremely passive. This can look like a student “checking out” because
they believe they have a low impact on the world.

14
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. p. 14-41
15
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. p. 27

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The Cycle of Traumatic Responses
WHAT USUALLY HAPPENS

STUDENT STUDENT
TRAUMATIC TRIGGER ADULT TRIGGER
COPING BELIEFS
EXPERIENCE EVENTS PERCEPTION EVENTS
MECHANISM CONFIRMED

In this scenario, a student suffers a traumatic experience, has a trigger event or memory and then copes
the best way they know how. Often their coping skills are inadequate and ineffective. In response to these
memories or events some students may become aggressive, isolate themselves, or even scream. Most
often, adults observe the student trying to cope in a negative light. The adult’s reaction, and sometimes
the consequence, confirms the student’s beliefs (e.g. I am not lovable, worthy, good, etc.) and the cycle
continues without the student receiving help or healing from their experience.

A TRAUMA-INFORMED RESPONSE

SUPPORT &
STUDENT STUDENT
TRAUMATIC TRIGGER ADULT PLAN OF TRIGGER
COPING LEARNS
EXPERIENCE EVENTS RECOGNITION ACTION FOR EVENTS
MECHANISM TO COPE
STUDENT

In a trauma-informed scenario, the same student suffers a traumatic experience, has a trigger event or
memory, and then copes the best way they know how. The adult recognizes the student’s behavior as a
symptom of trauma, and takes a trauma-informed approach by getting support for the student. With the
aid of a school social worker, guidance counselor, therapist or other professional, the student begins to
get help. Over time, the student learns to cope and eventually heal from their traumatic experience.

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 TOP 8 QUESTIONS ANSWERED:
HOW EDUCATORS CAN SUPPORT CHILDREN
EXPERIENCING TRAUMA

The FAQs included in this toolkit were developed in direct response to MSEA member questions about how
to support children who have or are currently experiencing trauma; however, are relevant to educators
nationwide who are supporting children experiencing trying times and situations.

How do I help my students if they are below their 9

age appropriate developmental level for social & emotional learning?

How do I help my students center and calm themselves 11

after experiencing a trigger event?

How do I help students cope with their emotions daily in class? 13

What do I do if my student is having a meltdown? 15

How can I support a child who is experiencing severe trauma? 17

When do I connect my student with a social worker, 19

school counselor, or other professional for support?

How do I help my students learn even while they experience 21

or try to recover from trauma?

How do I teach my students to self-manage their emotions? 23

?
How do I help my students if they are below their
age appropriate developmental level for social &
emotional learning?

WHAT THE RESEARCH SAYS

Students who have experienced trauma have a primary need to feel safe. When
someone is threatened, or perceives a threat, they will have a fight, flight, or freeze
response. Children who have experienced trauma may perceive threats when others do
not. This can trigger them to have the same fight, flight, or freeze response in situations
that are not dangerous, but because of trauma, the child perceives it as so. Creating a safe environment
and reassuring students that they are out of harm’s way is essential to helping them learn both academic
and social and emotional skills.

Students who experience trauma often suffer from low self-esteem and low self-image. Having these
students experience success is essential to helping them develop confidence and a sense of agency
(meaning they realize that they can influence what happens in their lives). They need to know that they
are good at something and that they are valuable.

Having positive relationships with peers and adults is also critical to the success of traumatized students.
Children experiencing trauma may suffer delays in the development of age appropriate social skills, and
may not know how to initiate and cultivate healthy relationships. Traumatized children who take a “strike
first” approach to others to shield their vulnerability may unknowingly frighten their peers, thus isolating
themselves further from healthy relationships.

How do I help my students if they are below

their age appropriate developmental
level for EDUCATOR
OBJECTIVE:
social & emotional learning? Create a safe space
and nurture healthy
relationships for
students.

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?
How do I help my students if they are below their
age appropriate developmental level for social &
emotional learning?

1. Create a safe classroom environment. Incorporating consistent

routines and rituals in the classroom helps students experience
predictability and security. Take a zero-tolerance stance on bullying,
teasing, and other behaviors that make children feel unsafe or threatened.

2. Help students identify an area of competence. Whether it is an

KEY academic subject, extracurricular activity, or other creative outlet, helping
STRATEGIES students identify an area where they feel successful is important to their
healing and development.

3. Support positive relationship development with students. Students

experiencing trauma greatly benefit from having strong, positive
relationships with adults and peers.

Create a classroom, grade level, or school-wide bulletin board or display that

celebrates what students do well.
• Have students identify one thing they do well. Allow this exercise to
include a broad range of potential talents or skills. Provide students with
examples to help stimulate their thinking (speaking a second language,
reading, taking care of my little brother, helping my mom, being a good PUT IT INTO
friend, etc.).
ACTION
• Have students write their identified talent or skill on whatever object you
will use to create the bulletin board or display. Allow students the option
to keep their skill anonymous by choosing whether or not to include their
name.
• Create the display in an obvious location and talk about the many
competencies your students bring with them to class.
• Keep an eye out for any student who has a difficult time identifying one
thing they do well. This could be a signal that this student needs more
positive and caring relationships with adults and peers.

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? How do I help my students center and calm themselves
after experiencing a trigger event?

WHAT THE RESEARCH SAYS

Emotions can be intense for everyone, including adults. Children are much more
likely to know how to handle intense or overwhelming emotions when they have had
caregivers who have helped them manage their emotions. Whether it was being
rocked during a scary storm or having their back rubbed after losing a game, this type
of caregiver-child interaction helps a child develop the skills to manage their own emotions in an age
appropriate way.

Children who react strongly to trigger events or reminders of traumatic experiences often have yet to
develop the ability to manage their emotions. Therefore, they respond in the best way they know how,
which can look like inadequate coping skills or skills below their age level.16

Examples of such responses can include:16

Emotional shut down or overcontrol (e.g. avoidance, daydreaming, isolation)

Behavioral or physical expressions (e.g. jumping, running, aggression, sexualized behavior)
External outlets (e.g. substance abuse, eating disorders, self-harm)

Often children who have experienced trauma feel at the mercy

of their emotions, which they experience as overwhelming,
unpredictable, and powerful.17 It is important to realize that
EDUCATOR
children are trying their best to manage their emotions with the
skills they know. OBJECTIVE:
Help kids identify
their emotions as a
first step toward
getting calm and
centered.

16
Blaustein, M. and Kinniburgh, K. (2010). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment,
Self-Regulation, and Competency. p.135
17
Ibid

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? How do I help my students center and calm themselves
after experiencing a trigger event?

1. Help students learn to identify their feelings. The ability to recognize

and name emotions and feelings is critical to the social and emotional
development of all students, including those who have experienced trauma.
Children and young people who have experienced trauma are frequently
disconnected from, or unaware of, their own emotional experience. This
makes it difficult for them to read the cues of others, and understand their
KEY own experience.
STRATEGIES
2. Help build a connection between their identified emotion and their
internal and external experiences. To help a student calm down after a
trigger experience, it is important that they connect the feeling they have to
their thoughts, behavior, and body sensations, as well as external (what’s
happening in their immediate environment) and internal factors (e.g. are
they hungry, sleepy, etc.).

3. Help students determine what will help them manage their emotions.
This can take the form of breathing exercises, using imagery (e.g. think of
a safe character in a story, and imagine that they are with you now), using
tactile tools (clay, stress balls, coloring, etc.), and more.

Make “Take 5” breathing a regular part of your classroom routine. To practice,

the teacher or group leader counts out loud to five while everyone gently
breathes in through their noses, if possible. Then count to five again while
everyone breathes out, also through the nose. Pre-K and early elementary
students should do the same practice with a shorter count, such as three, as
their lungs are smaller and they cannot comfortably inhale and exhale for as
long as older students. This simple breath stimulates the parasympathetic PUT IT INTO
nervous system, which activates the body’s relaxation response. It is often ACTION
taught to children to help them calm down when they feel upset. By practicing
this breath for a few minutes each day, students can become comfortable
using it when facing a potentially triggering experience.

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? How do I help students cope with their emotions
daily in class?

WHAT THE RESEARCH SAYS

Students who experience trauma may exhibit a variety of behaviors that distract them
from instruction. The stress of being in a near constant “fight, flight, or freeze” state
leaves little room for learning. However, this can be supported, and ultimately students
can learn.

The ability to manage one’s emotions is directly related to the concept of self-regulation. This means that
students have the ability to become aware of their feelings, notice how feelings influence and affect their
bodies (e.g. my heart starts racing when I feel stressed), and independently apply self-soothing or self-
regulating techniques to change their emotional state.

In a healthy scenario, a student might naturally become frustrated when time is up on a test and they’ve
yet to finish. The student is able to recognize their feelings of frustration and perhaps anxiety, take a few
deep breaths (or another self-regulating action that helps them), and calmly put their pencil down.

The ability to self-regulate is a key skill that many students who experience trauma have not adequately
developed. Children who are unable to regulate their internal systems have a limited ability to understand
and find healthy ways to express what they are feeling. Students who have poorly developed self-
regulation skills can often demonstrate many behaviors that prevent them from learning – as physical
activity like running or jumping, withdrawing (daydreaming or shutting down), and even self-harm.

EDUCATOR
OBJECTIVE:
Use exercises that
highlight the mind-body
connection to help
kids manage
their emotions.

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? How do I help students cope with their emotions
daily in class?

1. Help students recognize how their emotions affect their bodies. When
students can connect emotions with bodily sensations, they can begin to
recognize what they are feeling in the moment and how those feelings are
connected to their behaviors. An example of this awareness could be, “When
I get angry my cheeks get hot, and then I curl my hands into fists. Sometimes
I hit things.” When young people can notice and become aware of their own
KEY responses to emotions, they can take steps to manage their responses.
STRATEGIES
2. Give students tools to change their state of mind. The body and mind are
connected. Students can use simple physical actions as tools to change their
mindset; for example, a fun activity such as a 60-second dance party, or a
more individualized activity, such as deep breathing. Keep in mind that not all
activities will be effective for every student, so be sure to frame activities as
experiments so students can find what works best for them. Invite students to
be a part of determining whether or not they feel different, better, calmer, etc.,
after the exercise.

3. Practice mind-body activities when students are calm. It’s important to

introduce and practice the techniques above when students are calm. Giving
students a variety of coping skills in advance will give them a number of
strategies to draw from when they experience a trigger or reminder.

Create a safe space in your school or classroom that students can visit
when they need to calm down and process their emotions. Sometimes the
memory or reality of something is so overwhelming that a student will need
to get away. You may choose to include stress balls, clay (for smashing),
coloring sheets and colored pencils, a blanket, paper for journaling, or other
items that will help students feel comfortable in the space. Involve students PUT IT INTO
in creating the safe space. Suggested questions to discuss are:
ACTION
• What should the safe space be named?
• What should be included in the safe space?
• Where should we locate our safe space?

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? What do I do if my student is having a meltdown?

WHAT THE RESEARCH SAYS

Imagine this scenario:

You ask a student to put her pencil down, and she doesn’t do it. You ask again and
she continues to refuse. You ask a third time, and warn of a consequence, and
suddenly she explodes. It is a scene with which most educators are very familiar.

Whether it takes the form of aggression, shutting down, self-harm, or screaming, your seemingly simple
request to follow a direction has resulted in a meltdown – an uncontrollable response to an unknown
trigger or memory. In this scenario, a student’s overreaction to your request is usually not about your
request at all. Instead, something about it triggered a memory that was too much to handle. Perhaps it
was tone, proximity, facial expression, or even an internal factor (e.g. she is hungry). Either way, your
student wasn’t able to effectively process your request, and she responded as though she were in a high-
alert situation.

Often, children who are experiencing trauma live in a state of constant vigilance. With all of their energy
focused on identifying threats, they remain in fight, flight, or freeze mode and have an underdeveloped
ability to distinguish real versus imagined threats. Everything, and sometimes everyone, is potentially
threatening. Students who have meltdowns need help learning how to identify real threats versus
imagined threats so that they can respond accordingly.
In the moment of a meltdown, the most important priority is keeping all students safe, including the one
having a difficult time. The 5-4-3-2-1 coping technique is often

EDUCATOR
OBJECTIVE:
Help students learn
self-regulation strategies
to help them calm down
during a trigger
experience.

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? What do I do if my student is having a meltdown?

1. Refer your student to the school counselor for support. Healing from a
traumatic experience is a process. While you can take supportive steps in the
classroom, the support of a school counselor and/or a professional therapist
will be invaluable to students who display signs of trauma in helping them
develop key skills that will support them throughout life.

KEY 2. Create a culture of safety and understanding in your classroom. When

students become accustomed to regularly naming and discussing their
STRATEGIES emotions, physical feelings, and behaviors, they will be better at articulating
what they need to relax and feel safe.

3. Model effective calming techniques. One of the most effective ways to

help young people regulate their emotions is to co-regulate with them. This
means that you do the calming exercise along with them, rather than simply
instructing it. For example, instead of telling your student to take deep breaths,
take the deep breaths along with them. If a student needs to “shake off”
the bad mood, shake it off with them. Remember, students who experience
trauma are often not learning healthy coping skills. By co-regulating with them,
you are modeling skills that can help students learn how to better manage
future trigger moments.

used by therapists to help traumatized individuals connect to the present moment

through their senses in times of acute stress. Ask the student to:
• Name 5 things you see in the room.
• Name 4 things you can feel (“my feet on the floor” or “the air in my nose”).
• Name 3 things you hear right now (“traffic outside”).
• Name 2 things you can smell right now (or 2 smells you like). PUT IT INTO
• Name 1 good thing about yourself.18 ACTION
It is important to know that the activities offered in this guide may help students
experiencing trauma if they are practiced regularly over time by all students in the
group (not only the traumatized individual). It is through developing a culture in which feelings are
regularly discussed, calming techniques are regularly practiced, and successes are celebrated, that
traumatized students may be able to heal to some degree. Be patient. Healing is a slow process and
consistency is key.

18
Halloran, Janine. (2016). Coping Skill Spotlight: 5 4 3 2 1 Grounding Technique. https://copingskillsforkids.com/blog/2016/4/27/coping-
skill-spotlight-5-4-3-2-1-grounding-technique

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? How can I support a child who is experiencing
severe trauma?

WHAT THE RESEARCH SAYS

It is hard to imagine the challenges many EDUCATOR

students face each day, particularly when OBJECTIVE:
children are navigating issues that are
Notice changes in student
challenging even for adults. Extreme
violence, poverty, family instability, immigration fears, and
behavior and work with
more can keep young people from experiencing the joys a guidance counselor or
of childhood. These experiences are shocking, jarring, and school social worker to
often overwhelming to process. It is important to invite a bring in additional
trained professional to offer counseling to students and
support.
families experiencing trauma.

1. Be alert to changes in student behavior. If you notice a major change in

a student’s behavior, approach them about it and listen more than you talk.
Traumas experienced within the home are often kept secret, and therefore
students often do not receive the support they need. If you learn of any abuse,
report it immediately.

KEY 2. Be supportive. When the world feels out of control, young people need to
know that there is someone they can count on – someone who cares, who
STRATEGIES loves them, and who will support and help them. This isn’t always a child’s
primary caregiver. It could be their educator, a neighbor, or another family
member. Every child needs at least one adult they can rely on and trust.

3. Maintain high expectations. It sounds counterintuitive – if a student has

experienced a traumatic event, it may feel natural to say, “You don’t have
to do this week’s homework,” or “You don’t have to take the test.” Despite
this coming from a place of love and compassion, lowering expectations
for children experiencing trauma can validate feelings of inadequacy and
unworthiness. Instead, let students know that they will need to complete all
assignments, that you still expect great things from them, and that you will
work with them to get the support they need.

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? How can I support a child who is experiencing
severe trauma?

In trauma-inducing situations, children experience helplessness and a

lack of control. Any further feelings of perceived helplessness can become
triggering for those children. Wherever possible, try to implement choice in
your classroom in order to offer a greater sense of agency to all students,
including those affected by trauma.
PUT IT INTO
The “Healthy Feelings and Relationships for 4th-7th Grades” collection,
available on the First Book Marketplace (bit.ly/HFR4-7), comes with reading ACTION
guides that include examples of how to use choice in the classroom. These
activities may help you better understand how to offer choices to trauma-
affected students, without singling them out individually.

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? When do I connect my student with a social worker,
school counselor, or other professional for support?

WHAT THE RESEARCH SAYS

Living day-to-day with a traumatic experience can be stressful, scary, and exhausting.
Students who have this ongoing experience need the help of professionally trained
therapists, counselors, and others who can help them heal and develop healthy coping
skills.

The earlier you can connect students with the support they
need, the better chance they have at recovery. Having a EDUCATOR
traumatic experience doesn’t mean that one’s life possibilities OBJECTIVE:
or potential is lost, or that there is no hope. Research shows Champion healthy,
that it is absolutely possible to recover from trauma with the
right support.
trusting relationships by
connecting each student
It can be difficult to determine which student may be you serve with at
experiencing trauma. Some behaviors or “cries for help” are least 2 other
more overt and aggressive than others. It can be easy to caring adults.
miss the students who withdraw and isolate themselves.

1. Make sure that each student in your class has a strong relationship
with at least 2 - 3 adults in your school or program. Students who
may be experiencing severe family instability, abuse, or other trauma can
be hard to identify since these experiences are often kept a secret. Do
what you can to ensure that all students have at least two caring adult
relationships in the building.
KEY
STRATEGIES 2. Build strong relationships with your students’ caregivers. Trust is
critical for communicating openly about trauma. Parents and guardians
may be more willing to divulge personal struggles and challenges in a
trusting relationship with an educator, thus opening the door for help.

3. Build strong relationships with your school counselors, dean, social

workers, and other support staff. These professionals can help you
learn more about recognizing signs of trauma and supporting students and
parents in your school.

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? When do I connect my student with a social worker,
school counselor, or other professional for support?

In your next staff meeting, talk to your colleagues about the importance
of connecting individual children with caring adults in order to reduce the
effects of trauma. Together as a group, take the time to assess whether you
are connecting with all of the students in your class, school, etc.
• Print your class (or grade, or school) roster.
• Pass it around the group, and ask staff members to write their initials PUT IT INTO
beside each student they feel they have a strong connection or ACTION
relationship with.
• Develop an action plan for any student with less than three names
to have more caring adult relationships so that no child is (or feels)
invisible.

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? How do I help my students learn even while they
experience or try to recover from trauma?

WHAT THE RESEARCH SAYS

There are many ways in which teachers can support students who are experiencing
trauma. Be aware that some academic, social, and behavioral problems can be signs
that a child is currently experiencing or has previously experienced trauma.19

These signs can include:19

Failing to understand directions

Overreacting to comments from teachers and peers
Misreading context
Failing to connect cause and effect
Miscommunication
Difficulty in modulating emotions and behaviors

Many of your existing competencies and skills as an educator

will help you support students experiencing trauma. These
include presenting information in a variety of ways for different
EDUCATOR
learning styles, being consistent and organized, and forming
positive relationships with students. Offering choice to students OBJECTIVE:
wherever possible in the classroom (such as whether to join Help students understand
a group discussion or write a journal entry instead) can help how their brains work
reduce feelings of helplessness, which can be triggering to so they can be aware
traumatized students.
of how they learn.

19
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. p. 6

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? How do I help my students learn even while they
experience or try to recover from trauma?

1. Help children regulate their emotions in order to master social and

academic skills. Traumatized children often operate in an ongoing state of
hyperarousal. Reminders of the trauma (a facial feature or expression, tone of
voice, or other trigger) can lead to behaviors that are not appropriate for the
classroom. It is important to recognize when children may be experiencing
intense emotions, and then discuss appropriate supports and responses.
KEY
STRATEGIES 2. Help students develop a sense of agency. Offering choice to students
wherever possible in the classroom (such as what book to read, how much to
participate in a group discussion, how to use or not use their body in physical
activities, etc.) can help reduce feelings of helplessness, which can be
triggering to traumatized students.

3. Avoid labels. There are negative consequences to labeling a child

“traumatized” or “abused” in a public setting, even among fellow educators and
peers. These labels risk making trauma a part of the child’s internalized identity
rather than a reaction to an experience that they are trying to heal from.

Understanding some very basic information about how the brain works can help
students better understand their own behavior and the behavior of their peers. Adapt
the following simple information about the brain to best suit the needs of your group.

One part of our brain (called the amygdala) is designed to keep us safe. It
knows how to do three things: fight, flee, or freeze. Those are great things to
know to do when we are facing danger! However, when our amygdala is in PUT IT INTO
control, another part of our brain (called the prefrontal cortex) isn’t in control. ACTION
The prefrontal cortex is the part of our brain that knows how to think, learn,
and remember. Sometimes the amygdala thinks we are in danger when we
actually are not. This triggering, or feeling like we are in danger, keeps us from being able to
learn and remember new things. By knowing what calming techniques work for us and using
them regularly (such as breathing deeply, talking about our feelings, or imagining a calm and
peaceful place), we can help our brains work in a way that both keeps us safe when needed, and
helps us to learn and remember new things.

“Hand Model of the Brain for KIDS” by Jeanette Yoffe is an online video that succinctly
and entertainingly explains this information to young students. It can be found at
https://youtu.be/H_dxnYhdyuY.

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? How do I teach my students to self-manage their emotions?

WHAT THE RESEARCH SAYS

The ability to self-manage emotions in a healthy way is a learned process that begins in infancy. While a
student’s ability to manage emotions will vary and evolve with age, key components of this skill include:20

While a student’s ability to manage emotions will vary and

evolve with age, key components of this skill include:20
Some degree of awareness of one’s internal state, and the factors that influence it
The ability to tolerate and manage one’s responses to a range stimuli
Understanding of the connection between sensations, feelings, thoughts, and behaviors
The capacity to effectively communicate one’s experience to others

Gaining awareness of emotions and feelings is the starting

point for helping students self-manage. Often, children who
experience trauma will disconnect from their feelings or EDUCATOR
use unhealthy coping skills, neither of which are effective OBJECTIVE:
solutions.
Help students build a
Once students are able to name emotions, they can then vocabulary for the
work on connecting emotions to triggers, and distinguishing emotions they feel
between real and false alarms. This ability to recognize a themselves and
false alarm, paired with effective self-soothing techniques, observe in others.
will help students as they learn to manage their emotions.

20
Blaustein, M. and Kinniburgh, K. (2010). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment,
Self-Regulation, and Competency. p.111

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? How do I teach my students to self-manage their emotions?

1. Discuss feelings as a class. Regularly naming and talking about emotions

and feelings helps all students, including those affected by trauma, to develop
a rich vocabulary for communicating their experiences.

2. Help students recognize physical sensations that may be signs of

intense emotions. The more awareness students have of their internal
KEY experiences, the more they will be able to manage their emotions.

STRATEGIES 3. Provide options for students who recognize they are experiencing
an intense or overwhelming feeling. Students who have developed the
awareness to understand when an outburst is coming on may be able to
prevent it if they have a space they can go to and/or access to the resources
they need to be able to calm themselves.

Provide opportunities throughout the day for students to quietly notice thoughts and emotions and
their accompanying physical sensations.
• Identify a time in the day when you can consistently dedicate five minutes to
this practice.
• Ask students to write down on a piece of paper what emotion they are feeling
most noticeably in the moment. You may choose to provide them with a
word bank to choose from or a group of “feeling faces” expressing different
emotions from which they could select.
PUT IT INTO
• Next, ask students to write down any thoughts they notice accompanying
that emotion. Allow students’ observations to be kept private, and tell them
ACTION
that no one will be reading what they write.
• Ask students to scan mentally through their body and notice any physical sensations they are
feeling. Pay particular attention to the head, throat, shoulders, chest, and stomach. You may
choose to provide students with an outline of a body on which they could note their feelings.

As students practice identifying their emotions and the accompanying feelings and physical
sensations, they may begin to develop an awareness of how the mind affects the body and vice
versa. You may want to build on this activity by regularly guiding students through a mindfulness
practice known as the body scan. A script and a recorded guided version of this practice for children
can be found at www.mindful.org/body-scan-kids/.

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GETTING SUPPORT
From Your School Community
The school community is a key part of the support system for students experiencing trauma. As children
spend much of their time in school, having the right resources, individuals, and practices in place can help
them heal, and ultimately succeed academically, socially, and behaviorally.

This is most likely when the school community; from the crossing guard, bus driver, teachers, cafeteria
staff, front office staff, nurse, administrators – everyone that interacts with a student – is able to develop a
“trauma informed” perspective, and support students from this viewpoint.

Helping Traumatized Children Learn, a report and policy agenda from the Massachusetts Advocates
for Children, recommends a “Flexible Framework” to help make school environments trauma-sensitive.
The Framework includes steps for supporting students in schools. The following is a short list of the
recommendations included in the report.21

 Train staff on the symptoms of trauma and provide strategies to help students cope and learn.
 Review school-wide infrastructure and culture, and identify ways to integrate trauma-sensitive
practices into existing school operations.
 Develop relationships with local mental health providers, homeless and battered women’s shelters,
the department of youth and family services, and other organizations that could support students
and families.
 Review your instructional approach for teaching traumatized children.
 Identify non-academic strategies to support students who have experienced trauma.
 Ensure each student has strong relationships with 2 - 3 adults in your school/program.
 Review school policies (especially discipline) from a trauma-informed lens and make any
adjustments in process or protocol.
 Develop a plan to engage parents and build strong relationships with caregivers.

From Parents & Guardians

DIRECT SUPPORT FOR PARENTS & GUARDIANS

While educators can do all that we can to support students when in our care, students must still go home
to their parents and caregivers at the end of each school day. Research shows that children benefit when
their parent’s emotional, physical, and mental needs are being met. When this happens, parents are in a
better position to provide sensitive care to their child(ren). Healthy brain development requires protection
from excessive stress, not just enrichment in a stimulating environment. Achieving breakthrough
21
Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children traumatized by family violence. p. 47

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outcomes for children experiencing significant adversity requires that we support the adults who care for
them to transform their own lives.22

Schools can create a positive relationship with parents by recognizing their strengths and values,
and by encouraging them to be a part of their child’s education. Having empathy for parents who may
feel marginalized, judged, or overwhelmed with their own challenges is a key part of developing a
relationship. Parents who face adversity may focus all of their energy on securing safety, food, or shelter
for themselves and their children, and may have little energy left for education, or other needs. For this
reason, connecting parents to the right support (medical services, legal services, support from child
welfare, social support, etc.) can positively influence the child’s experience and development.23

HELPING PARENTS & GUARDIANS HELP THEIR CHILDREN

Parents and guardians can help their children through “co-regulation” – the ability to help their sons/
daughters manage their emotions – together. So, instead of telling a child to calm down and take a deep
breath, the parent/guardian should take a deep breath with the child and help them calm down.

Parents can also develop their “attunement” skills and recognize variations in their child’s emotions. How
does their son look when he is upset, frustrated, or when his emotions are escalating? The parent can
develop a list of cues that connect to their child and help them manage emotions as they arise. It is also
important for parents to understand how their interaction with their children can agitate or calm their child’s
emotions.

Achieving great outcomes for children experiencing adversity means offering support to the adults who
care for them.

From Your Union

Your local or state union is a great resource to find professional development, trainings, and resources to
help you support your students who may be experiencing trauma. Here are some specific resources from
the Maryland State Education Association (MSEA):

• “Creating Community with Peace Circles” bit.ly/peacecircles

• “500 words on Restorative Practices” bit.ly/500wordsNovDec

• “Nurturing Resilience—Post-Traumatic Growth” bit.ly/nurturingPost

If you are a MSEA member, visit www.marylandeducators.org or email MSEA’s Center for Professional
Learning at [email protected] for upcoming training opportunities.

22
Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to
Building a More Promising Future for Young Children and Families
23
Bartlett, J., Smith, S., and Bringewatt, E., (2017) Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early
Care Education. p. 7

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Self-care & Compassion Fatigue
Working with children experiencing trauma and the challenges that they bring with them into the
educational setting will take its toll on you over time. This is known as “compassion fatigue” or “secondary
traumatic stress.” 24

Signs of compassion fatigue can include:24

Feeling physically, mentally, or emotionally worn out

Feeling overwhelmed by students’ traumas
Increased irritability and impatience
Feeling numb or detached
Intense dreams, feelings, or intrusive thoughts about students’ traumas

It is of critical importance that all educators working with students afflicted by trauma know how to care
for themselves and do so regularly. Some individuals struggle to make time for themselves in this way,
because they have been conditioned to think of doing so as “selfish” or “wasteful.” One way to counter
those feelings if you notice them in yourself may be to remember the oxygen mask analogy: On an
airplane, passengers are instructed to put on their own oxygen mask in an emergency before assisting
others. We simply cannot care for others without caring for ourselves first.

What is your self-care plan? You may find it helpful to speak to your school or program leader for support.
Or, you can also brainstorm ways to find increased calm and decreased stress in your life. These can vary
from person to person, and may include exercise or physical activity, prayer or meditation, spending time
in nature, journaling, receiving a massage, or just having some quiet time to yourself. After you identify the
self-care strategies that best serve you, create a plan for how you will implement those strategies in your
life on a regular basis. Consider sharing your plan with a few trusted people (such as family members,
close friends, or colleagues) who can help encourage you to stick with it.

Adults who have unresolved trauma in their past are even more vulnerable to compassion fatigue. It’s
perfectly ok to seek professional help in the form of counseling as part of your self-care plan.

24
Self Care for Educators. National Child Traumatic Stress Network. http://www.nctsnet.org/sites/default/files/assets/pdfs/CTTE_SelfCare.pdf

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ADDITIONAL RESOURCES
Organizations Focused on Trauma & Support for Educators

Massachusetts Advocates for Children

Center on the Developing Child (Harvard University)

National Child Traumatic Stress Network

National Center for Children in Poverty

National Council of Juvenile and Family Court Judges

Trauma Informed Care Project

Books & Resources to Help Your Students Develop SEL

The following books were handpicked by First Book to create Healthy Feelings and Relationships, a
collection designed to promote the social and emotional learning skills necessary for kids to manage
their emotions and behavior. Each book and a FREE downloadable reading guide, developed in
partnership with CASEL, is available on the First Book Marketplace for registered members at
http://www.fbmarketplace.org/healthy-feelings-relationships.

Title Author Grade

I Can Help David Hyde Costello PreK - K

Cleversticks Barnard Ashley PreK - K

The Colors of Us Lauren Katz PreK - K

Elephant and Piggie: A Big Guy Took My Ball! Also
available in Spanish: Elefante y Cerdita: ¡Un tipo grande Mo Willems PreK - K
se llevó mi pelota!
The Feelings Book Todd Parr PreK - K

A Kiss Means I Love You Kathryn Madeline Allen PreK - K

Little Elliot, Big City Mike Curato PreK - K

Little Monkey Calms Down Michael Dahl PreK - K

Llama Llama Time to Share Anna Dewdney PreK - K

Pete the Cat: I Love My White Shoes Eric Litwin PreK - K

A Bike Like Sergio's Maribeth Boelts 1st– 3rd

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Title Author Grade

Clark the Shark Bruce Hale 1st– 3rd

Finding the Music / En pos de la música Jennifer Torres 1st– 3rd

I'm New Here Anne Sibley O'Brien 1st– 3rd

The Invisible Boy Trudy Ludwig 1st– 3rd

It's Okay to be Different Todd Parr 1st– 3rd

My Best Friend Mary Ann Rodman 1st– 3rd

My Friend Maggie Hannah E. Harrison 1st– 3rd

Stand Tall, Molly Lou Melon Patty Lovell 1st– 3rd

Swimmy Leo Lionni 1st– 3rd

What James Said Liz Rosenberg 1st– 3rd

All's Faire in Middle School Victoria Jamieson 4th- 7th

Brave Svetlana Chmakova 4th- 7th

Cosmic Commandos Christopher Eliopoulos 4th- 7th

The Creepy Case Files of Margo Maloo Drew Weing 4th- 7th

El Deafo Cece Bell 4th- 7th

Explorer: Hidden Doors Kazu Kibuishi (editor) 4th- 7th

Hilo #1: The Boy Who Crashed to Earth Judd Winick 4th- 7th

Real Friends Shannon Hale & LeUyen Pham 4th- 7th

Roller Girl Victoria Jamieson 4th- 7th

The Secret Science Alliance and the Copycat Crook Eleanor Davis 4th- 7th

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REFERENCES
Ziegler, D. (2011). Understanding and helping children who have been traumatized [Online]. Available:
http://www.jaspermountain.org/understanding_helping_children.pdf.

Bartlett, J., Smith, S., and Bringewatt, E., (2017) Helping Young Children Who Have Experienced Trauma:
Policies and Strategies for Early Care Education [Online]. Available: http://nccp.org/publications/pdf/
text_1180.pdf.

Aratani, Y., Wight, V., and Cooper, J. (2011). Racial Gaps in Early Childhood: Socio-emotional Health,
Developmental, and Educational Outcomes Among African-American Boys [Online].
Available: http://www.nccp.org/publications/pdf/text_1014.pdf.

Cole, S. et al, (2005). Helping Traumatized Children Learn: Supportive school environments for children
traumatized by family violence [Online]. Available: https://traumasensitiveschools.org/wp-content/
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Cooper, J., Masi, R., and Vick, J. (2009). Social-emotional Development in Early Childhood: What Every
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