Strategies for the Classroom

1. Safety

Creating environments where students feel physically and emotionally safe.

• Keep a predictable schedule and consistent classroom routines.

  1. Evidence: (Bosse et al., 2021; Jennings, 2018; Sadin, 2018)

• Make expectations clear and concise.

  1. Evidence: (Bosse et al., 2021; Craig, 2008; Jennings, 2018)

• Offer content advisories or trigger warnings before potentially distressing material. Be specific.

  1. Evidence: (Najjar & Ackerman-Barger, 2024; Stromberg, 2023)

• Ask for student input about physical space (e.g., “door open or closed?”)

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Avoid forcing students into emotional activities like meditation or sharing.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Offer alternative assignments when needed.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Include emotion in the classroom but never push students to “deal with it.”

  1. Evidence: (Najjar & Ackerman-Barger, 2024; Stromberg, 2023)

• Design movement-based and interactive lessons.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

2. Trustworthiness & Transparency

Fostering trust by being open, honest, and reliable.

• Keep your promises—follow through on what you say you’ll do.

  1. Evidence: (Craig, 2008; Jennings, 2018)

• Be consistent and fair in your behavior and grading.

  1. Evidence: (Bosse et al., 2021; Craig, 2008; Sadin, 2018)

• Explain the “why” behind classroom practices.

  1. Evidence: (Doughty, 2020; Stromberg, 2023)

• Avoid vague praise like “good job”; give specific feedback.

  1. Evidence: (Craig, 2008; Jennings, 2018)

• Avoid language like “good” or “bad”; use “appropriate” or “inappropriate.”

  1. Evidence: (Craig, 2008; Jennings, 2018)

• Offer grading rubrics and let students evaluate themselves with you.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

3. Peer Support

Encouraging positive connections and support among students.

• Set up a peer mentor program.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Encourage group work and peer feedback.

  1. Evidence: (Craig, 2008; Jennings, 2018; Stromberg, 2023)

• Use reflective writing and peer review.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Foster peer relationships through shared goals and collaborative activities.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

• Allow students to summarize content or create questions for the group.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

4. Collaboration & Mutuality

Valuing shared decision-making and power-sharing in learning.

• Co-create class expectations and goals.

  1. Evidence: (Bosse et al., 2021; Stromberg, 2023)

• Include student voices in course design and teaching practices.

  1. Evidence: (Clark, 2023; Stromberg, 2023)

• Use tools like classroom agreements and syllabus reflection prompts.

  1. Evidence: (Bosse et al., 2021; Stromberg, 2023)

• Use collaborative learning strategies (e.g., Columbia Workshop 10:2).

  1. Evidence: (Craig, 2008; Stromberg, 2023)

• Use competency-based grading with revision opportunities.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

5. Empowerment, Voice & Choice

Prioritizing student agency and recognizing their strengths.

• Highlight student strengths and areas of interest.

  1. Evidence: (Craig, 2008; Jennings, 2018)

• Let students choose how to complete assignments.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

• Support multiple learning styles.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

• Encourage students to reflect and identify growth areas.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

• Offer “brave spaces” for expression.

  1. Evidence: (Najjar & Ackerman-Barger, 2024; Stromberg, 2023)

• Never assume students need to be “challenged” by trauma-related content.

  1. Evidence: (Jennings, 2018; Stromberg, 2023)

6. Cultural, Historical & Gender Issues

Understanding how identity and systemic factors shape student experiences.

• Stay aware of social and environmental factors affecting student behavior.

  1. Evidence: (Mayer et al., 2022; Najjar & Ackerman-Barger, 2024)

• Be mindful that supplemental sessions (e.g., tutoring) may feel isolating.

  1. Evidence: (Craig, 2008; Stromberg, 2023)

• Avoid assumptions about students’ comfort with content.

  1. Evidence: (Patton & Caffrey, 2023; Stromberg, 2023)

• Recognize trauma affects students differently based on identity.

  1. Evidence: (Najjar & Ackerman-Barger, 2024; Patton & Caffrey, 2023; Wholeben et al., 2023)