“The Bag in the Trunk”: Creating a Trauma-Informed Secondary Classroom

My deep interest in creating a trauma-informed classroom was sparked a few years ago when I read a personal narrative written by one of my high school boys. His story was about his dad moving out of their family home when he was a young child. After that, he said he only saw his dad once a week when they would go to Golden Corral and share a meal. No matter how strained his relationship with his dad got, they always had their Golden Corral meals. At the end of the story, the student revealed that when he was 11, while eating their weekly meal, he saw a man open his dad’s trunk and place a bag inside. It was then he realized that all those meals were an inconspicuous way for his dad to get drugs dropped off to him to sell. I assumed the trauma was only seeing his dad once a week, but for him, it was the bag in the trunk.

That story stayed with me. It reminded me that trauma can take many forms, some years old, some just hours old. As educators, we may never know when a student is walking in with their own "bag in the trunk." While we can’t take it away, we can try to help them carry it.

My project has focused on building a trauma-informed classroom environment to create a culture conducive to student success. To do this, I’ve used restorative practices, created a welcoming and comfortable space, and provided opportunities for non-academic success. One example of a restorative practice I use is self-imposed de-escalations, which allow students to take a moment to calm themselves before re-engaging with the class. I also work to make my classroom environment inviting by incorporating soft lighting, flexible seating options, and providing opportunities for movement in class. Additionally, during elective time, I create opportunities for non-academic success by encouraging activities like chess games, pool games, and showcasing student talents. I’ve also partnered with the Primate Rescue Center, allowing students to volunteer and contribute to a meaningful cause in our community. These activities not only allow students to engage in meaningful ways, but also help build their confidence, self-esteem, and a sense of pride in their accomplishments. By weaving these strategies authentically into daily routines, I hope students build the confidence and capacity to succeed despite their trauma.

Creating a safe and supportive classroom environment has led to significant growth in my students. The most obvious evidence of this progress is their increased engagement and willingness to participate. According to our class survey, 95% of students who have attended AGC for at least one month feel comfortable reading aloud and sharing their opinions during discussions. Beyond the survey data, I witness this transformation daily. One student, who was initially reluctant to read aloud or participate in class discussions, now eagerly volunteers to answer questions, engage in conversations, and read passages aloud. Watching this change unfold throughout the year has reinforced the importance of cultivating an environment where students feel safe, supported, and genuinely seen.

This year has been a learning experience, and I have been grateful for all the support I’ve received during my work. I have received unwavering support from the entire CTEPS team, especially my coach, Amy Schwarz. I have also received support in my building from my teaching team and school counselor. I designed this project so I can continue the work independently, no matter what setting I’m in. However, having support from my colleagues during this first year of implementation has been crucial to my success.

Creating a trauma-informed classroom has increased student engagement, which is the first step toward students overcoming trauma and being successful academically. Next year, with a new group of students, this work will continue to evolve. I know each group of students will bring new challenges and needs. I plan to adjust and grow with them, using their feedback to refine my approach and continue building a classroom where all students feel seen, supported, and empowered to succeed.

In the end, just as the student’s trauma was symbolized by the "bag in the trunk," my hope is to continue lightening the load for my students, one moment, one strategy at a time. By creating trauma-informed classrooms, I believe we can help students carry their burdens, not by taking them away, but by offering the tools and confidence to navigate them. This journey is ongoing, but with every small success, we take another step toward building a future where all students can thrive despite what they carry with them.