Invite exploration and be prepared for the possibility of distress. With these caveats in mind, exercise caution when inviting students to focus their attention on specific body parts. More specifically, drawing attention to one area of the body, the throat, can trigger a traumatic flashback for students who have asthma, were nearly strangled or drowned, etc. Trauma-informed: I invite you to close or open your eyes as we start, whichever is more comfortable.įinally, body scan practices can be very difficult or intolerable for children, teens, and adults with eating disorders. Thus, throughout a practice, it is important to give participants the choice of whether to open or close the eyes. Trauma-informed: As we start, I invite you to either take a deep breath or find a place that is neutral or relaxing in your mind or body.įor many who have experienced trauma in their lives, closing their eyes may also trigger a traumatic flashback. Those who feel that their heart rate is always racing may find that drawing attention to the breath sends them into a fear state with accompanying sympathetic hyperarousal. For some students who have experienced trauma, making what seems like a benign request such as “As we start, take a deep breath” can trigger a traumatic flashback.Ĭhildren and adults who have experienced trauma may experience constricted breath or may be unable to take a full, deeper breath. Thus, when crafting a wellness practice, do not assume the experience is pleasant or helpful even if it is a common practice.įor example, we may assume breath work helps everyone relax. Multi-sensory reminders of traumatic memories can be triggered by almost anything. Trauma-informed: I invite you to find a comfortable position as we start the practice. It also helps them to understand that individual experience may vary and is neither right nor wrong-it is simply their experience. Invitational language does not assume there is only one way or a right way, but rather empowers students with the underlying beliefs that their thoughts and feelings matter. If participation is not a choice, create choices by using invitational language (and avoiding directive language) within the practice. promoting trust as students’ individual experiences are taken into consideration and valued. empowering them with agency to make their own decisions about what is most comfortable for them.communicating to them that they can collaborate with you on what works best for them.Giving students the choice to participate (or not) in a wellness practice can cultivate a greater sense of safety by: Many traumatized children and teens live in states of hypervigilance, always assessing whether their environment is safe or not. Sadly, some students have never felt a sense of safety at home, at school, or in their own bodies. The following principles can guide educators in the creation of trauma-informed practices, empowering students to bring forth their best selves in mind, body, and spirit.Ĭreate greater safety for all children by offering choices through invitational language. Topic 6 – Supporting SEL through Family and Community Engagement.Topic 5 – Teaching for Social, Emotional, and Academic Development.Topic 4 – Committing to Racial Equity and Cultural Responsiveness.Topic 3 – Addressing Trauma and Adversity: Supporting Student Mental Health.Topic 2 – Safety & Belonging in Classrooms and Schools.Topic 1 – Caring for Ourselves: The Science of Emotional Resilience.Ethical Decision-Making & Social Responsibility.
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