Students may not always have the vocabulary, trust, or comfort to express how they’re feeling so when they’re in a stressed or anxious state we might view their behavior as inappropriate instead of reading it as a trauma response. To prevent further agitation like an outburst, negative comments, or anxiety-ridden movements (like fidgeting, leg shaking, and fist clenching) we, as educators, can offer support through a flight, fight, or freeze reaction. In order to enforce deescalation strategies we, first, need to recognize the behavior. This session guides educators in defining trauma and trauma responses, explores the different ways we can recognize escalating behaviors proactively instead of reactively, and then dedicates time for planning how to integrate strategies in order to be responsive to a situation at hand.
This session is ideal for teachers that are new or beginning to develop an understanding of trauma-informed practices. Engaging in this virtual experience will support teachers to identify a trauma response and be better prepared to support a student in need.
I utilize de-escalation tactics and mindsets.