Maressa Alrich, Trauma-Engaged Schools Manager
“My focus with my students has shifted, I just want to bring them joy, and really see them.” This is how a teacher at Kéet Gooshí Héen elementary school described the impact of her participation in Project Transform, during a recent coaching session.
AASB’s Project Transform trauma engaged schools partnership aims to reduce stress for staff and students. The project provides two years of ongoing professional development for staff at participating schools, funded by a grant from the Federal Department of Education. Research outcomes of the grant will come later, and feedback from participating educators has already confirmed the value of this work.
We have also learned the importance of implementing trauma-engaged practices through an approach that provides staff with the same conditions for learning they are asked to create for their students; safety, predictability, and consistency.
The brain science is clear. Safety – physical, emotional, cultural and intellectual – allows adults and children to enter into the brain states most conducive to teaching and learning. The science is also clear that individuals impacted by significant stress or trauma, past or present, are most vulnerable to feeling unsafe even within a supportive environment. Those with significant experiences of trauma, are most likely to feel safe in a school environment when they experience a high level of predictability.
Predictability may seem an impossible goal with the challenges of life in Alaska. School communities will always have to navigate unexpected events. However, when staff and families trust district and school leadership to respond to unpredictable events in a predictable manner, prioritizing support and connection, the impact of stressful disruptions can be reduced.
For responses to be predictable, individuals must strive for consistency. This doesn’t mean always doing the same thing, but it does mean being clear about values and priorities, then aligning actions. An essential element for successful implementation of trauma engaged practices, is for a school community to decide it will be a top priority, and act accordingly.
When trauma-engaged practice is an agreed priority, consider the following to ensure implementation is aligned with these principles:
- Empower school staff with meaningful choice, allowing them to engage at the level appropriate to individual capacity.
- Include trauma-engaged schools topics in professional development regularly to demonstrate this is an ongoing priority.
- Create a school-wide planning team to give staff a voice in planning for consistency across the school.
- Provide collaboration time for peers to grow their skills and confidence together.
- If possible, bring in outside support for additional expertise and to provide neutral space for staff to be vulnerable and process challenges.
Those interested in learning more about trauma engaged school practices are invited to join one or more sessions of our upcoming Spring Webinar Series. If your district or school is ready to explore implementation, AASB offers several trauma-engaged school professional development packages, which can be individualized to meet the needs of your site, and help bring more joy into your school communities.
