Compassionate Care: Working with Students with ACEs

We have covered a lot of very difficult, sometimes triggering, information throughout this module. Before we move to the summary, let's take time to center and ground ourselves. Follow the mindfulness meditation video below (4:31). If you feel ready to move on before the meditation ends, feel free to stop the video. Then, move on to the summarizing activities.

Module OBJECTIVES

Describe ACEs and explain how they can negatively impact a child's ability to learn.

Identify strategies that can be implemented in the classroom when working with children with ACEs.

Apply strategies to different scenarios involving working with students with ACEs.

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Go to the "Wrap Up" section of your module handout. Respond to the first two prompts to demonstrate what you have learned about ACEs and trauma-informed practices.

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Before responding to the third prompt, review the situations from the Challenge page of this module. Also, review how you would have initially responded to each scenario (look back at your handout).

Scenario 1

You are trying to lead a class discussion, but everyone is just sitting there in silence. No one is participating. You tried calling on Bryana, but she said she hadn’t done the reading, wasn’t going to do the reading, and you couldn’t make her do the reading.

Scenario 2

You notice Keshaun has his head down. You ask him to sit up and get started with his assignment. He loudly sighs and rolls his eyes but picks his head up.

Scenario 3

You are meeting with Jason who has been absent for several days. When he is present, he frequently complains about not feeling well. It seems like he comes up with any excuse to get out of class and go to the nurse’s office.

Scenario 4

You notice Ella looks different from other students. Her hair is dyed black and hangs over her eyes. She wears all black every day and thick black eyeliner. She doesn’t seem to fit in with other students, and one day you ask to speak with Ella. She explains that she is having problems at home. Furthermore, she says that she feels she doesn’t belong here.

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Objective three was for educators to be able to apply strategies to different scenarios involving students with ACEs. Revisit each scenario above and answer the following questions:

How would you respond to each scenario?
How is this response different from your initial thoughts?
What trauma-informed strategy would help you mitigate some of the student's trauma in order for them to be more successful in class? How would you use the strategy?
What response would you hope to get from the student in each situation?

Record your thoughts on your module handout.

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Module OBJECTIVES

Go to the "Wrap Up" section of your module handout. Respond to the first two prompts to demonstrate what you have learned about ACEs and trauma-informed practices.

Before responding to the third prompt, review the situations from the Challenge page of this module. Also, review how you would have initially responded to each scenario (look back at your handout).

Scenario 1

Scenario 2

Scenario 3

Scenario 4

Objective three was for educators to be able to apply strategies to different scenarios involving students with ACEs. Revisit each scenario above and answer the following questions:

How would you respond to each scenario?

How is this response different from your initial thoughts?

What trauma-informed strategy would help you mitigate some of the student's trauma in order for them to be more successful in class? How would you use the strategy?

What response would you hope to get from the student in each situation?

Record your thoughts on your module handout.