Trauma-Informed Pedagogy
This section introduces trauma-informed pedagogy. When addressing difficult histories and topics, it is important that educators consider ways to engage learners without traumatizing, or triggering previous experiences of trauma.
The goal of this lesson is to teach the core tenets of trauma-informed pedagogy. Using these core tenets, together the class will create a list of protocols and agreements to ensure everyone’s safety and wellbeing. A deeper understanding of trauma-informed pedagogy, and this experience of co-creation, will enhance student understanding of the text.
Learning Objectives
Students will be able to:
- identify and articulate key features of trauma.
- identify and articulate basic principles of trauma-informed pedagogy.
- advocate for their own needs and safety.
- collaborate with peers to ensure the safety of the class as a whole.
- reflect on learning to challenge previous assumptions in order to deepen understanding.
Guiding Question
- What is the lasting impact of trauma?
Preparation
Individually or in a previous class, watch the video, “The Paradox of Trauma-Informed Care” by Vicky Kelly.
Introduction
Begin the lesson with a general content warning. Inform students that throughout this project, they will be dealing with difficult subject matter and troubling images. Inform them that today’s lesson will help equip them with tools to confront challenging subject matter in a productive and safe way.
Establish the class routine of the “mood meter” (see resources) . Students will begin and end each class by taking stock of their mood, and then writing a short private reflection on what they are feeling and why they are feeling that way. Inform students that regular emotional self check-ins are an important part of safety—it is important that students stay mindful of their mood so that they can advocate for themselves if they feel incapable of participating.
This practice will bookend each lesson: begin and end with a period of quiet reflection. Students should be encouraged to pay attention to changes in their mood over the course of the lesson, the unit, the project. Some may not experience much fluidity; this is okay too.
Lesson Activities
Trauma Basics
Begin by reviewing “The Paradox of Trauma-Informed Care”.
Start broadly, giving students time to reflect on the video individually or together with a neighbour before sharing with the class. We recommend that the instructor circulates, inserting themselves into conversations where appropriate. Let students know ahead of time if, based on what you’ve heard, you would like them to share.
Suggested questions to begin:
- What did you notice?
- What did you wonder?
- What connections did you make?
Next, move to:
- What are some of the features/symptoms of trauma identified in the video?
Protocols
Break students into small groups. In each group, students will come up with a set of agreed upon rules or protocols to follow during the remainder of the unit to ensure everyone’s safety. Encourage students to build on ideas from the video and from class discussion.
Record these protocols as groups share out. An app like Padlet could be used to record them digitally.
Conclusion
Wrap-up by revisiting the mood meter and asking students to reflect on their emotional movements throughout the lesson.
Extension
Students write short reflections, roughly a paragraph in length, to be collected as exit slips.
Potential exit slip suggested prompts:
- Based on your experiences in today’s class, how would you describe “trauma”?
- How has your understanding of the concept changed over the course of the lesson?
- What are things we can do individually, and as a class, to make sure that in learning about another’s trauma, we do not become traumatized ourselves?
Note: Students need not answer all questions—it is in keeping with a trauma-informed practice to offer students their choice of prompt.
