Trauma-Informed Instruction

Adult education and literacy students often have had experiences of trauma, including in their education. Educators can proactively teach or tutor in such a way that provides the space and grace for these students (and ourselves). Instead of taking certain behaviors like difficulty focusing, challenges with emotional regulation, or withdrawal as a personal attack against us or punishing students for them, we can come from a place of awareness and understanding that these behaviors most likely stem from life experiences. 

The Substance Abuse and Mental Health Services Association (SAMHSA) defines trauma as an “event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” 

Trauma occurs when our typical coping and regulating resources are overwhelmed by external stressors, leading to feelings of fear and helplessness. It might be acute (a single episode), developmental (sustained or repeated), continuous, or historical/ generational. The impacts of trauma are wide-reaching, and everyone experiences and responds to it differently.

A trauma-informed response can be described using SAMHSA's 4Rs of trauma-informed car that includes educating ourselves on the nature, signs, effects of trauma and potentials for healing:

1. REALIZE trauma’s impact on and how it can shape an individual

2. RECOGNIZE the signs and symptoms of trauma in an individual

3. RESPOND to effectively support the individual (use the 7 principles below)

4. RESIST retraumatization by building trust and being proactive to avoid triggering symptoms

In education, trauma-informed practitioners keep learning as the primary goal and understand that student safety is always a necessary condition. They prize empathy and openness, flexibility and choice, and predictable routines and structures. They explain the “why” behind what is done and actively work to prevent students from feeling overwhelmed. 

Importantly, in our context working with adults, the responsibility for creating these safe environments is shared between instructor or tutor and student(s). It does not fall solely on the educator, as may be the case in working with children. Explore on below!