Trauma Informed Care in the Works
When Susanna’s behavior is volatile and disruptive to the rest of the class, she is sent to the principal’s office. Her angry outbursts can be difficult to manage and she sometimes lashes out at other children. This isn’t a good situation for anyone involved–especially Susanna.
Luckily for this fourth grader, her principal has taken advantage of some extensive training in Trauma Informed Care. This principal has more tools in her toolbox now to help her students. When Susanna, or other “frequent flyers” land in the office, she now gets them a glass of water and teaches them how to take deep calming breaths. The principal understands that Susanna’s disruptive behavior is her way of communicating that all is not right in her world. The principal still discusses Susanna’s behavior with her, but now with a deeper sense of compassion. Susanna will still be held accountable for her behavior, but she now also knows that when she cannot regulate her moods, the principal can help her calm down and talk things through. This is not only a kind and patient way to operate in the world, but research also shows that this positive approach improves success in school.