Lesson 5: Using Trauma to Understand Behavior

Back to:

Read the Scenario

In Mr. Daniels’ 7th-grade class, 13-year-old Jake has been struggling to stay focused during lessons. Whenever the classroom gets loud, he flinches and becomes visibly anxious, often covering his ears or looking around the room nervously. On days when the class is asked to work in groups, he isolates himself, sitting in the back corner with his head down. If a peer tries to approach him, Jake quickly pushes them away or raises his voice defensively. These behaviors are linked to past trauma Jake experienced at home, where chaotic arguments and loud noises made him feel unsafe. In the classroom, Jake’s response to loud sounds or social interaction triggers memories of this trauma, causing him to withdraw or lash out as a way to regain control over his environment. His reactions aren’t just defiance; they’re a result of feeling overwhelmed by stress and a need to protect himself from perceived threats.

Trauma-informed practice ( TIP for short) helps educators create school and classroom environments that are physically and psychologically safe.

Jake really needs a teacher who not only understands behavior but also understands trauma informed practices and how trauma and behavior go hand in hand.

TIP also helps students learn important self-regulation and interpersonal skills.

Jake could have a more positive school experience if he learned new responses to stressful school experiences. 

Two key ideas behind TIP are

(1) trauma affects the brain and our response to our environment- Jake’s brain and responses to his environment have been affected by past trauma.

(2) many students experience some type of trauma during childhood and adolescence.- Jake is only one student in the class who has experienced trauma. The class could have multiple students (one in two) who also display behaviors related to their past trauma. 

Taken together, these ideas point to the strong possibility that students with trauma-related issues will be present most days in most classrooms.

REFLECT:

Where have you seen behaviors that may be related to a student’s past trauma?

How can taking a trauma informed lens help you better support this kind of behavior?