3 Specific Trauma Informed Practices for Any Classroom
Secondary Content Teachers--YOU TOO!
I’m writing to all teachers with this post, but especially to the secondary content area teachers who are following along. I don’t know about you, but I hear that many students are feeling extra stressed right now. This is especially true of our Multilingual Learners, who might be feeling the impact of increased anti-immigrant rhetoric that could add stress, panic, and disruption in their families and communities. All teachers can incorporate these strategies in any class. By the way, this FREE immigrant information booklet might be useful.
If you feel you might get pushback for adding these strategies to a science, social studies, or math class, I have a script for you that you could adapt. I feel it’s always essential to give WHYS behind the activities that we do in our classrooms.
Script idea:
"We’re going to take a few minutes for movement breaks today. The reason we do this is to help our brains and bodies stay focused and calm so we can learn more effectively. Sometimes, when we feel stressed or restless, it's hard to concentrate or be productive. These short breaks help us release tension, reset our energy, and get back on track. They're not just about moving your body—they also give your brain a chance to rest so you’re ready to think and learn better. Whether you're feeling anxious, tired, or just need a quick boost, these breaks can help you feel more focused and ready for the lesson ahead."
1. Grounding Movement (Rooted Stretch)
Purpose: Helps students feel grounded and in control, especially if they are feeling anxious or disconnected.
How to do it:
Invite students to stand up, feet hip-width apart, and focus on pressing their feet into the floor as if they are planting roots. Make sure you stand up and SHOW them.
Invite them to take slow, deep breaths, and as they inhale, raise their arms to the sky. As they exhale, they lower their arms down and bend their knees slightly, imagining they are rooting deeper into the earth. They can close their eyes if they feel comfortable. Your MLs may want to keep their eyes open so that they can see what you are doing.
Repeat for 1-2 minutes, encouraging students to feel strong and stable with each breath.
Trauma connection: The slow, deliberate movement and deep breathing help reduce anxiety, promote relaxation, and establish a sense of control over their body.
2. Body Scan Movement
Purpose: Encourages mindfulness and self-awareness, helping students check in with their bodies and release tension.
How to do it:
Invite students stand or sit with their eyes closed (if comfortable), and lead them through a slow "body scan" from head to toe.
For each body part (head, neck, shoulders, arms, etc.), ask students to do small, gentle movements like stretching or shaking their arms or wiggling their fingers to release any tension they might be holding. For MLs, you could project a picture of a body and point to each body part.
You can add verbal cues like "Relax your shoulders," or "Loosen your neck" to guide them.
Trauma connection: This activity helps students become more aware of their bodies and tensions, fostering self-regulation and reducing stress.
3. Heartbeat Flow
Purpose: Promotes energy release and rhythmic movement to help with emotional regulation.
How to do it:
Invite students to stand and begin by gently tapping their chest or legs to create a rhythmic heartbeat pattern.
As they do this, ask them to take slow, deep breaths in sync with the tapping (inhale as they tap once, exhale as they tap once).
Gradually, allow them to add more body movements, like swaying their bodies or tapping their feet, all while keeping the steady rhythm of the "heartbeat."
After a minute or two, encourage students to slow down the rhythm and finish with deep breathing.
Trauma connection: The rhythmic tapping mimics the calming effect of a heartbeat, which can be soothing and help regulate emotions during stressful moments.
Rationale:
These movement breaks combine physical activity with mindfulness and breathing techniques, supporting both emotional regulation and trauma recovery. They also provide students with the opportunity to release pent-up stress and refocus, which is essential for creating a safe and responsive classroom environment. Would you like more ideas or suggestions on integrating these practices with other subjects?
Have you tried any of these? How did it work?