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Practices that Teachers can embed in their classrooms
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“Trauma-informed education isn’t a set of strategies. Addressing the impacts of trauma on children is ultimately an exercise in empathy, patience, and flexibility. Although strategies are a good entry point to the work, we must constantly turn our focus to developing the capacity for the mess and challenge that is sustaining relationships with kids, no matter what.”
Alex Shervin Venet
Here I introduce the practices you can embed in your classroom.
Kathryn Ryan (Nine to Noon RNZ) interviews Dr Bruce Perry. in 2022. This interview has lots of insight for your classroom.
The classroom has the potential to be a place where ākonga feel safe, secure, welcomed and accepted for who they are and what they bring to the classroom. By doing you as a teacher have the power to create a healing space.
In a world of uncertainty, we have the ability to provide a sense of security and safety, an environment that is ordered and predictable.
We can promote safety, inclusion and regulation by:
Reducing decision fatigue
Reducing conflict on entry
Creating a sense of belonging
Creating a predictable routine
Reducing verbal instructions
Reducing the opportunity for oppositional response
Increasing repeated positive experiences on entering and being in class
A place where you are accepted as you and can be you!
This page is filled with ideas to help create a healing space.
There is a reflection sheet that can be printed out at the bottom of this page to reflect on your learning.
Can you be a champion? Rita Pierson's Ted Talk is a call to all teachers to believe in their students and connect with ākonga on a real, human and personal level.
"Every child deserves a champion, an adult who will never give up on them, who understands the power of connection and insists that they can become the best they can possibly be"
Rita Pierson
Wright's Law is a beautiful video on the power of connections, bringing fun and love into your classroom. It also highlights the importance of knowing your students and them knowing you as a person.
Dr. Perry explains several easy-to-implement educator strategies to address challenging behaviors in the classroom and impact students’ social, emotional and academic functioning.
Regulate-Relate-Reason
Dr Bruce Perry in this is a brief video (20 min) describes the sequential processing of experience in the brain. The Regulate-Relate-Reason heuristic is explained. This simple but powerful concept can help minimize miscommunication and behavioral challenges (especially with dysregulated adults and children).
Regulate
It is essential to support children in regulating and calming their fight/flight/freeze responses. This can help them to manage their emotions and cope with challenging situations in a healthier way.
Ways to develop regulation in your classroom
Here, I discuss some simple ways for you to develop regulation in your classroom.
Michelle Louise Bomber in her book-Know Me to Teach Me discussed how child's bodies communicate dysregulation. This graphic shows what's happening and what we might notice.
Resources to develop understanding Regulation
In this video Dr Bruce Berry talks about how students and teachers can often impact each other’s moods and brain function and find effective strategies that help keep students and adults calm and regulated, decreasing behavioral challenges and improving academic engagement.
Co Regulation
Lori Desautels talks about what co regulation looks like.
The Co-Regulation in Action Series
This video series is designed for practitioners working with youth who would like to help develop youth’s self-regulation skills.
There are 8 videos and a tip sheets.
Here is the first video in the series.
sensory-regulatory-practices-all.pdfLori Desautels has produced these wonderful Sensory Regulatory Practices resources.
FoAPs-Practice-Cards-by-Lori-Desautels.pdfLori Desautels has produced these wonderful Focused Attention Practices for energising and steadying.
Stress on the Brain
Stress on the Brain was made by a group of students from New River College (Islington), working with SoapBox Youth Centre. They talk about stress, trauma, the effect on your brain and give tips to help stay calm in stressful situations.
Dr Karen Young
Dr Karen Young is Pyschologist. Karen created Hey Sigmund, an internationally popular online resource, as a way to provide contemporary, research-driven information on the art of being human, and being with humans. The website has a particular emphasis on strengthening the mental
(Hey Sigmund ) has a wonderful series of videos to introduce Mindfulness to tamariki. These can be shown on a TV screen.
The internet is full of wonderful Mindfulness activities for tamariki.
Karen is the author of many, including the bestselling ‘Hey Warrior’ and ‘Hey Awesome’, which creatively assist children to understand , manage anxiety and learn about how their brain works.
Hey Warrior Hey Awesome Teaching Resource (1).pdfThese activities are designed to unpack the Hey Warrior and Hey Awesome books with tamariki so they can create journal that can be used to reinforce the strategies that they have learnt. The sheets can be glued into a scrapbook (to make journal) or printed out and laminated and binded that can be kept.
These activities can used as a whole class or a small group.
The mindfulness QR codes can be printed out and displayed and
used in the classroom .
Making a mindful jar
Making a mindful jar or having a snow globe in the classroom is a great way to represent high activation and dysregulation. Have students practice slow breathing while the contents of the mindfulness settle to the bottom representing a slow state.
Hikitia Te Hā is a series of simple te ao Māori breathing exercises that anyone can learn. Hikitia Te Hā was developed by Rawiri Hindle. Focusing on our breathing calms the body and mind, these exercises help us to be more present and mindful.
Sensory Breaks
Rhythm activities can be included in the brain breaks that we do with students. Remember that brain breaks are a way of helping students regulate, giving them a break from cognitive tasks and then being able to re-focus.
Drumming provides a rhythmic deep tone which can also be relaxing as well as animating and releasing.
There are some great brain break ideas on this site
Relate
We must establish a strong and sensitive connection with the child through a relationship attuned to their needs.
Ways to develop relationships in your classroom
Here, I discuss some simple ways for you to build relationships in your classroom.
Resources to support presentation
Schmooze Sessions Prompts.pdfBuildingRelationships-1 (1).pdfRelationships.pdfCircle Time Cards
Circle Time Cards (1).pdfCircle Time Cards Seniors (1).pdf
Dr Bruce Perry explains the important role relationships have in learning. He discusses simple ways to make true empathetic connections with ākonga.
9 Minute Theory
A renowned neuroscientist, Jaak Panksepp, PhD, created the 9-Minute Theory for parents and caregivers showing how emotional connection during specific times of the day can help to shape young lives with predictability; relational contagion, or mimicking one another’s emotions; and the opportunity to strengthen connections with one another and the environment.
This occurs every day through three segments of three minutes each.
The Science behind human connection
In this video Dr Bruce Perry explains the brain science behind the power of human connection, interaction, world views and proximity in a way that can be put to use your classroom.
The language of your classroom
Your class culture and the language your classroom can have a huge influence on ākonga. Here are some ways you change the language in your classroom.
Your class culture and the language your classroom can have a huge influence on ākonga. Here are some ways you change the language in your classroom.
Ākonga learn about who they are and who and what they are capable of becoming within context of the responses they receive from the people around them-when these responses are for the most part, positive even in the face of mistakes, they internalise that they are fundmental good, have the power to do better and are prepared to try harder next time. When the responses are for the most part negative, they internalise this message.
Ākonga learn about who they are and who and what they are capable of becoming within context of the responses they receive from the people around them-when these responses are for the most part, positive even in the face of mistakes, they internalise that they are fundmental good, have the power to do better and are prepared to try harder next time. When the responses are for the most part negative, they internalise this message.
Snakes and Ladders compliments.pdfCompliments.pdfCompliments Snakes and Ladders
Chart to teach the difference between a deep and a surface compliment
It is our job to help students connect and relate. This means, amongst other things looking for the strengths in our students - as this video will show us sometimes we are helping the student see a strength they themselves never even knew they had. The power of that can be beyond measure. It will help students feel safer at school, be more willing to relate positively with others leaving them more open to reasoning and learning.
ACF733-Together-Resource-v4.pdfA collection of activity ideas for those who work therapeutically to support children and young people recovering from trauma. These activities have been drawn from the work of practitioners who engage with children, young people and families across the therapeutic services of the Australian Childhood Foundation.
Reason
Once the child feels emotionally stabilised and relationally safe, it is then possible for us to assist the child in developing their ability to think deeply, learn effectively, recall information, express themselves clearly, and gain confidence in their abilities.
Ways to develop reason in your clasroom
Here , I discuss simple ways to introduce reason into your classroom.
Resources to support presentation
Pause Ponder Peace.pdfMy I got this plan.pdfMy Triggers.pdfWhat happens when I am triggered.pdfCards on the table conversation.pdfConnection before correction sandwich (1).pdfTime-in-time-out.pdfRestorative Conversation Questions.pdfWWW Poster.pdfY chart Social Skills (1).pdfResources to support Reason
In this really powerful video Dr Bruce Perry reframes discipline in the context of the neurobiology of distress and reward, proposing alternative tactics for educators and administrators.
Te Ao Māori Resources
Karakia
_Karakia.pdfKarakia to use in your classroom
All peope have their channels to wairua (spirit)-they do their karakia to be ok. We are invoking the well wishes of whomever, on the waka, we do karakia at certain times, we always have morning evening karakia. Karakia is assistance to clear our minds. Karakia helps you and takes you to a point of meditation and clarity-tunes everything up-makes us more aware.
Hotu
This webpage from Otago University has recordings of Karakia to help with correct pronunciation.
Te Whare Tapu Wha
Te Whare Tapa Whā was developed by leading Māori health advocate Sir Mason Durie in 1984. The model describes health and wellbeing as a wharenui/meeting house with four walls.
These walls represent
taha wairua/spiritual wellbeing
taha hinengaro/mental and emotional wellbeing
taha tinana/physical wellbeing and taha whānau/family and social wellbeing.
Our connection with the whenua/land forms the foundation.
When all these things are in balance, we thrive. When one or more of these is out of balance our wellbeing is impacted.
It is a great model to use with ākonga in your classroom.
In this video Dr Mason Durie introduces Te Whare Tapa Wha. It is a beautiful introduction.
This is an introduction to the book Te Kura Tapa Wha.
Te Kura Tapa Whā is a framework for culturally responsive action. It combines the original work of Tā Mason Durie’s Te Whare Tapa Whā, the principles set out in Ka Hikitia: Accelerating Success 2013–2017 and Ka Hikitia, Ka Hāpaitia, and the noted locatives of runga, raro, roto, and waho that have a regular place in Māori prose and poetry.
When staff and leaders are on board, Te Kura Tapa Whā can guide conversations that will motivate action. It provides for incremental changes which are intended to be uncomplicated and applicable.
Te Kura Tapa Wha is designed to be used by individuals or staff groups as an explorative exercise. The exercise enables users of this guide to first, conduct a needs assessment; secondly, to review what is being done; and finally, to identify where potential for opportunity lies.
Te Kura Tapa Whā is available from NZCER.
Using-Te-Whare-Tapa-Whā-for-learning-about-wellbeing (2).pdfThis booklet outlines way to incorporate Te Whare Tapa Whā into your classroom programme.
All Right? have produced this great video to introduce tamariki to Te Whare Tapa Wha. There are supporting resources on Sparklers.
Whakataukī
In this article Dr Hinemoa Elder discusses her new book Dear Moko and highlights that Whakataukī are a fun and powerful way to help rangatahi develop their own voices and find grounding in the “continuum of whakapapa”.
The article has a link to a wonderful RNZ interview with Dr Hinemoa Elder.
He-Kare-aa-roto-Full-Booklet-for-download (3).pdfThis publication ‘Kare-ā-roto: Māori Emotions’ provides examples of the role of whakataukī within the context of understanding Māori expressions of emotions"
Studies have shown that when people sing, endorphins and oxytocin are released by the brain which in turn lowers stress and anxiety levels.
The Aotearoa Songbook is a wonderful collection of waiata that you can use in your classroom.
Piki te Ora is a fully illustrated wellbeing journal for children, based upon the Māori principles of hauora.
Inside you'll find lots of activities and ideas to help you learn all about the different sides of yourself – and how they make you happy – from your whānau, to moving your body, to caring for others and the environment. There's also room for you to write your thoughts and to draw and doodle, cool pictures to colour in and heaps more.
Kei Whea A Mauri Tau, an educational resource for tamariki developed by Māori Psychologists Andre McLachlan, Waikaremoana Waitoki and Lisa Cherrington. The resource booklet was illustrated by Jamie Sims.
Kei Whea A Mauri Tau is a resource for parents, teachers and therapists to read to tamariki aged six to eight years to help them learn about connecting with themselves, others and the environment and to learn how to respond to their emotions. The resources and activities are guided by Māori knowledge pūrākau – and provide a way to find meaning in the events of everyday life and identify pathways for their resolution. This pūrākau also has several components of therapeutic interventions developed to support children and adults experiencing anxiety, tension and pain, and anger.
Mauri Tau Reo Digital Māori_11.pdfMauriTau_Digital_Eng10.pdfTe Reo Māori
English
Supported by Te Mātāwai, Oho Mauri's holistic approach app that focuses on bringing an awakening to all aspects of our Tinana (body), Hinengaro (mind), and Wairua (spirit). This kaupapa endeavors to revitalize and normalize te reo Māori me ōna tīkanga through learning experiences dedicated to uplifting our knowledge and understanding of Pūāio (yoga), Mauri Tau (mindfulness), and Whakapakari Tīnana (body strengthening).
He-Ara-Uru-Ora (2).pdfHe Ara Uru Ora examines Māori "cultural knowledge" and traditional systems belief for healing and dealing with traumas in life on a personal level and within the community. This is a great resource if you want to learn more about traditional Māori understandings of healing and trauma.
Ata is a resource comprising cards and activities designed to teach social and emotional skills, aiding ākonga to understand themselves and others better. The collection focuses on self-regulation, co-regulation, goal setting, decision-making, managing challenges, and navigating emotions, fostering improved collaboration and learning.
https://newzealandcurriculum.tahurangi.education.govt.nz/ata-resource-collection/5637175364.p
Oho is a collection of cards and activities for teaching and learning that supports social and emotional learning. By exploring the connections between ourselves, and the world, ākonga can develop skills, strategies, and knowledge that help them be culturally and socially located as unique and connected individuals.
https://newzealandcurriculum.tahurangi.education.govt.nz/oho-resource-collection/5637166605.p
Student Strengths
Here I introduce Student Strengths
Building on strengths and aspirations_2016_v4 (1).pdfThis MOE booklet on Building Strength and Aspirations offers an inclusive view to strengths
VIA Institute on Character
Jenny Fox-Eades discusses how the Character Stengths can be used in the classroom.
You can create an account and for the Character Strengths for Children with your class.
The VIA Institute has a range of great strength based activities that can be used in the classroom.
Islands of Competence
Dr Robert Brooks introduced Islands of Competence
This blog post further discusses Islands of Competence
Activities for ākonga
Sparklers have a whole section on Student Strengths. There are lots of great ideas to use in your classroom
What superpowers do you have?
Empathy, persistence, teamwork and imagination are just some of the incredible skills children can use to express their needs. This rhyming picture book explores a range of emotional and intuitive skills kids have in their toolkit
Gratitude
Here I explain ways you can develop a culture of gratitude in your classroom.
Dr Kerry Howells is an expert in Gratitude. In this Ted Talk she outlines how gratitude is relevant in the teaching and learning process.
I can recommend Ash Manuel's book Growing with Gratitude. It is filled with wonderful practical gratitude activities and games that you can use in your classroom
You can sign up for his newsletter and access to free resources.
Circle Time Cards Gratitude.pdfThese cards can used in classroom to promote gratitude practice. They can be used in Circle time.
Gratitude Card Game.pdfThis card game has been adapted from Ash Manuel's book Growing with Gratitude.
You can play Gratitude Cards in a pairs or a small group. Each player picks a card and answers the question.
General Resources
Making Space.pdfA resource guide for teachers and educators to support Trauma-Informed Practice in Schools written by the Australian Childhood Foundation.
Calmer Classrooms - A guide to working with traumatised children.pdfCalmer Classrooms is a resource produced by the Child Safety Commissioner in Victoria. It assists professionals within schools in understanding and working with children and young people whose lives have been affected by trauma, primarily through abuse and neglect.
ACF729-Big-Tree-Paper-Dolls-v2.pdfSome time ago the Australian Childhood Foundation produced a set of relatable toy companions for children recovering from traumatic experiences. The following are paper versions of our plush dolls for children to construct and play with. Along with this are summaries about the six characters and information about the conceptual themes that go along with them.
Relational-Regulation-Game.pdfBeacon House have produced this Relational Regulation Fortune Teller Game.
Simple-safe-questions.pdfBeacon House have produced this great resource to help ākonga and adults talk about upsetting things.
Resources to teach tamariki about their brains
This site has lots of great ideas to teach ākonga about their brains.
This book will help children discover more about the brain – how it works, what it needs, and how to love it big so it can love it back bigger.
Ups and Downs’ draws on Polyvagal Theory, a widely accepted neuroscientific theory, to support young people to understand why they feel and do as they do, and how to do differently when they need to. Driving brains and bodies isn’t easy! It takes time, experience, and the right information – so let’s give them that.
regulate-relate-reason-restore-information-note-informed-level (1).pdfEducation Scotland has this good summary of Regulate, Relate, Reason and Restore.
Social and Emotional Learning Resources to use in your classroom
Manahau, is your ultimate school wellbeing toolkit! Each week Manahau provides new engaging activities and resources that are steeped in the latest wellbeing science while also designed to support hauora across your learning space for not only ākonga but the entire classroom as well as whānau.
Inclusive Education's Guide on Social and Emotional Learning has some great information.
Sparklers is designed to support tamariki physical, mental, spiritual and social wellbeing, as part of a whole school approach to promoting wellbeing
https://tearawhakamana.com/
Mana Enhancement is an assessment and intervention tool to support people to understand and regulate their emotions and behaviours, using Atua Māori as reference points.
The Zones of Regulation helps learners:
Improve competencies in co-regulation and self regulation
Self-Identify feelings, energy, and levels of alertness
Build self-awareness of body signals as they relate to emotions
Develop perspective-taking skills
Integrate situational awareness with self-awareness to determine how to regulate
Learn why regulation matters in relation to goals and well-being
Identify, practice, and utilize effective regulation and wellness tools/strategies
Understand when and how to use tools
Build positive decision making and problem solving skills
Reflect on situations or experiences
Identify triggers and sparks that impact regulation
The Calming Toolbox is a collection of strategies to help manage emotions.
Be Good People Curriculum offers a range of Social and Emotional Curriculum lessons to suit any level.
Reflection Sheet
Do Reflection Sheet.pdfPage updated
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