Trauma Informed Classrooms focus on the student and recognize that each student has their own life story, each one as different and winding as anyone else's. When a student enters your classroom, you have no idea if they've experienced trauma, but it is your duty as the teacher to build a classroom that is safe for everyone and anyone. You use the information you learn from research about trauma, and use it to inform how you construct and run your classroom.
There are four core components to trauma-informed classrooms (University Health Services n.d.):
"Know your students and suspend judgement": It is impossible to fully know what happens to a student before they enter your classroom, and you only know what happens once they leave if they tell you outright. Do not make guesses, assumptions, or judgements about what your students may or may not have experenced.
"Understand that Trauma Manifests in Multiple Ways": Be aware that trauma can manifest in misbehavior, even reaching extreme heights in some cases. You shouldn't take the students' behavior personally nor label them/their behaviors. Do not judge the students' trauma or compare it to other situations/experiences/traumas.
"Be Trauma-Informed": Learn about trauma and how to help your students who have experienced it. "Watch for triggers/activators and respond appropriately." Be present, be mindful, and learn as much as possible about your students (within the bounds of being a teacher).
Know Your Resources: Know when you need to reach out to the nurse, guidance, or principal. Attend training about when to report to child-protective services in more extreme circumstances.