Teaching Through Trauma: Where Do I Start?
Trauma rewires the brain for survival, not learning.
A student who has experienced trauma may:
Struggle with memory & focus: Survival brain will always prioritize safety over academic retention. In survival mode, executive functioning- which oversees skills like planning, organization, sorting, and anticipation- is compromised. If we, as schools, are going to talk about Maslow’s hierarchy of needs and creating urgency around meeting students where they are, then stress-regulation must be a part of this conversation.
Appear disengaged or checked out : Our emergency alert systems are protective- they serve a valuable purpose. Once the perceived emergency has ended, we return to homeostasis. The alarm is returned to its little box and the latch is closed. However, when stress becomes persistent, the latch is left open, leaving us with alarm bells going off all throughout the day. Our fired-up hippocampus and amygdala- our stress-system regulators- become less discriminatory. Now, they’re perceiving threats, even where none exist. With all this noise, the nervous system becomes overwhelmed, or hijacked. We’ve entered “freeze mode.”
Act out, get frustrated, or withdraw → Stress responses aren’t tidy or predictable, and are not reflective of our best selves. Our external reactions to stress alarms- and the shut down that comes with them- can be misinterpreted as defiance, disinterest, aloofness, or apathy.
Avoid participation or taking risks → The fear of failure is magnified when safety is uncertain. This is further complicated when we think about individuals who come from cultural reference points of ‘saving face’ (in which one’s actions or answers are perceived not only as a reflection of the self, but also of the family, the family name, or the broader community). Looking only at aspects of trauma-impactedness, we’re reminded that survival brain is not comfortable sitting in ambiguity. Grey space-unknowing- can also poke at our alarm systems. Survival brain likes things in black and white. It needs to know what’s coming next. Risk-taking involves vulnerability- grey space. A hijacked nervous system won’t go here willingly.
Practical Trauma-Informed Strategies for Educators
We cannot force engagement—but we can create conditions where engagement feels safe and possible. To truly support immigrant students, we must shift from traditional behavior-based models (“comply or be disciplined”) to trust-based, healing-centered models that recognize trauma’s impact.
Here’s how:
Build "Micro-Routines" to Create Safety & Stability
Why It Matters: Routine quiets emergency alarms in our sympathetic nervous system. Because trauma thrives in unpredictability, we can counter fall-out with routine, predictability, organization, and structure. For many immigrant students, routines in their home countries were disrupted by war, displacement, or instability. Routines in their new homes may be impacted by transition, culture shock, unconventional work hours, fewer family-based supports, health conditions, food scarcity, and more. These are all risk factors. So, how can we make our learning spaces buffer zones? We fill them with protective factors.
Actionable Strategies:
Start & end class the same way every day (ex: warm-up question, deep breath, closing reflection).
Use visual schedules so students know what’s coming next (reduce anxiety around the unknown).
Give warnings before transitions (ex: “In 5 minutes, we will switch activities”).
Establish “safe zones” in the classroom where students can reset without punishment.
Key Takeaway: Predictability = Safety = Engagement.
Reduce Cognitive Load With Trauma-Sensitive Instruction
Why It Matters: Survival brain makes complex tasks feel overwhelming. Students can benefit from low-barrier entry points for learning.
Actionable Strategies:
"Chunk" assignments into small, digestible steps (instead of one big task, break it into no more than 3 short tasks).
Use multimodal learning (ex: speaking + visuals + movement) to support students who struggle with written text.
Let students preview difficult questions before answering (ex: “Take 30 seconds to think or write before sharing”).
Make participation low-risk (ex: use numbered heads, anonymous responses, or response cards instead of cold-calling).
Key Takeaway: Reduce stress, and learning becomes more accessible.
Reframe “Defiance” as a Trauma Response
Why It Matters: Many trauma-impacted students aren’t “misbehaving”—they’re surviving.
Instead of: “Why are you being difficult?” Try: “I notice you seem frustrated. Want to talk about what’s going on?”
Actionable Strategies:
Use a “Connect Before Correct” approach. Before redirecting behavior, check in: “You seem upset. What’s going on?”
Give “regulated choices.” Instead of punishing, offer alternatives: “Would you like to step outside for a moment or take a deep breath with me?”
Normalize taking breaks. Provide an “off-ramp” for escalation by allowing students to reset without stigma. Model this in real time when you need a reset, too!
Key Takeaway: Behavior is communication. Our response determines whether a student shuts down or re-engages.
Acknowledge Cultural Differences in How Students Express Stress
Why It Matters: In many cultures, trauma is expressed physically (stomachaches, fatigue) rather than emotionally/verbally expressed. The Western frame of reference on mental health that shows up in US schools is not uniformly shared. In some cases, the language to talk about mental and emotional wellbeing in the Western sense simply does not exist. In other (or overlapping) contexts, expressing emotional distress is considered taboo and can be socially isolating (ahem, that ‘saving face’ cultural reference point popping in again). Some cultures view stress as a spiritual imbalance rather than an emotional state. In any case, we’ll be careful not to lean too far into cultural assumptions here. Remember: every child, every family dynamic will be different, even within an established cultural or religious community.
Actionable Strategies:
Learn what mental health & wellness mean to your students.
Create non-verbal ways to check in. (Use emoji cards, thumbs up/down, or a private check-in box).
Introduce grounding techniques that align with students’ cultural norms. (For some, deep breathing feels unnatural, but rhythmic movement or quiet prayer is calming).
Integrate vagus nerve stimulation (vagal toning) practices. We love these because they carry a low language load (so we can focus our energy on self-regulation), can go anywhere, and can become take-along tools for students to use when you’re not around! We have lots of videos and resources on vagus nerve stimulation- visit those pages to learn more!
Key Takeaway: "Mental health” looks different across cultures. Understanding this prevents misinterpretation & builds trust.
Final Thought: Trauma-Responsive Teaching is Everyday Teaching
Supporting trauma-impacted immigrant students isn’t about doing more—it’s about teaching differently.
Small shifts create massive change. I CAN do these things:
Establish a predictable morning/period change check-in and routine
Allow for a simple “pause” button before discipline.
Offer low-stakes pathways for students to engage.
Challenge for Educators:
Pick one strategy from this list and try it this week.
Notice how it impacts engagement, connection, and student well-being.
Share your thoughts and ideas with us!
#traumainformed #culture #immigration #trauma #strategies #teaching #education #professionaldevelopment
