A recent event organized by the California School-Based Health Alliance gathered professionals from across California to explore trauma-informed practices and their impact on student behavior and learning. Dr. Martha Merchant, a leading expert from UCSF’s HEARTS program, presented key insights into how trauma affects students and how schools can foster more supportive learning environments. Here are three main takeaways from her talk on trauma-informed approaches in schools.
Shift the Focus: From “What’s Wrong?” to “What Happened?”
A crucial shift in trauma-informed education is understanding the root causes of student behavior. Dr. Merchant emphasizes that rather than asking, “What’s wrong with this student?” educators should consider, “What has happened to this student?” This perspective shift helps educators approach challenging behaviors with empathy and insight into the student’s experiences. For instance, Dr. Merchant shared the story of Arvin, a third-grader with a history of exposure to violence. Instead of being simply labeled as “difficult,” understanding Arvin’s background reveals that his behavior is a response to stressors and fear.
Understanding the “Rider and the Horse” Analogy
Dr. Merchant introduced the “rider and the horse” analogy to explain how trauma affects the brain’s regulatory functions. The “rider” represents the brain’s rational part, while the “horse” is the emotional, instinct-driven part. For students dealing with trauma, the emotional “horse” often overrides the rational “rider,” leading to intense reactions that are hard to control. Recognizing this concept helps teachers and staff understand why standard disciplinary measures, such as rewards or punishments, may not work when a student’s “rider” has effectively “fallen off the horse.” Instead, educators should focus on re-establishing calm before attempting to address behavioral expectations.
Practical Strategies to Foster Calm and Safety
Creating safe, supportive spaces is fundamental to a trauma-informed classroom. Dr. Merchant shared several strategies, such as “peace corners” or “safe spaces,” where students can take brain breaks to self-regulate. Another essential tool is the belly breath, a simple deep-breathing exercise that activates the parasympathetic nervous system, helping students calm down and re-engage. These practices, alongside co-regulation with supportive adults who model healthy responses to stress, provide students with the emotional resources to manage stress more effectively, enhancing both their well-being and their readiness to learn.
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