Developing open hearts
Any student can experience trauma, but it’s important to understand the collective trauma faced by many immigrant populations. The trauma could have occurred in the country before they left and/or after their arrival in new communities. The act of uprooting and migration adds to the trauma a child has experienced. In addition, in the US, there is, sadly, a strong anti-immigrant discourse on a personal level and from elected officials, not to mention the possibility of racism and poverty. As such, understanding trauma and how to create a soft landing place is imperative. When we as teachers recognize the impact of trauma on students’ well-being and learning, they are more willing to open up to us.
Here are (4) research-based trauma-informed practices specifically for MLs.
Creating a culture of caring community is one of the backbones of trauma-informed practices.
Learn about the countries, cultures, and customs of MLs in your classes on your own and as part of the class curriculum. This can help you and other students avoid tokenism and understand individual experiences. Promote lots of opportunities for genuine peer connections to spark friendship. Involve all the students in community-building activities.
I was talking to a friend about an amazing teacher we know. This teacher has a goal of creating a community of learners where the entire 4th-grade class looks out for each other. Recently, a parent brought some cupcakes into the classroom. Some of the students in the class are practicing Ramadan. One of the students came to the teacher and said, “I’m sick.” The teacher asked why. The student replied that there was no way she could eat a cupcake in front of Fatima, who was fasting. The teacher complimented the student for their empathy.
Normalize language learning as a practice that all countries engage in.
Make multilingual resources available. Encourage and celebrate the use of MLs’ home languages. Take time to scaffold and contextualize languages. Create a culture of mistakes and normal for growth.
Create routines that are predictable and consistent.
Experts on trauma emphasize the importance of consistent routines. Those with trauma have often experienced chaotic day-to-day activities. Displaying routines and visual schedules in a specific place in the classroom will let them know what to expect, which can calm them. Include graphics to help with comprehension of those routines. It’s also helpful to use consistent phrases and bells or other indicators during transitions.
Empowerment and Choice
Many MLs who have experienced trauma have had little control over what happened to them and their families. Because of this, providing choices for them within a structure can lead to empowerment. Make sure to involve MLs in decision-making related to their learning by relying on translation and scaffolded assignments.
Self-Regulation Techniques
Self-regulation is the ability to gain (or regain) a sense of control over one’s behavior and life. It’s a skill that we all need to practice throughout our lives. It’s especially challenging for young students or those who have experienced trauma. Some ideas for self-regulation include leading students in deep breathing or mindfulness exercises. Put up a chart with pictures of faces demonstration a wide variety of emotions.
Validate the emotions they are expressing. Finally, providing a “cool down” space in your room where students can be on their own to calm down can be helpful.
Trauma-informed practices benefit all students. They are especially important for MLs who may face additional traumatic experiences due to conflict in their countries of origin, migration, and the stress of learning a new language and culture.
What trauma-informed practices have you tried?
Ideas to share?
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