This mixed methods study was conducted in order to investigate how trauma-informed check-ins impacted two second-grade students with high behavioral needs. While many educators are latching onto the phrase “trauma-informed practice” as they see an increase in disruptive behavior, researched strategies seem to be scarce, and literature focuses on broad-stroke ideas, such as relating content to real-world problems and giving students a sense of community and ownership. However, teachers in the classroom require tangible strategies and resources that are ready to implement, so they are able to target problematic behaviors immediately. As a student teacher at an urban public elementary school, I noticed that two students of mine struggled with behavioral outbursts. Conversations with my cooperating teacher informed me that both students had a high level of trauma in their home lives, including, for one, experiencing homelessness. Using trauma-informed theory, I created individualized strategies for each of these students to address their behavioral needs. Preliminary results showed a reduction in off-task behavior, but ongoing trauma and chronic absenteeism seemed to limit their effectiveness. While these interventions were designed for the two focus students, they provide a concrete example of implementing trauma-informed practices in an urban elementary classroom and can be adapted for students with similar backgrounds and behavioral needs.

Shannon would like to thank her professor, Karissa Sywulka, for all of her help and support this semester.