Zero tolerance and the college classroom

My colleague Emily recently asked me about how to build more trauma-informed college classrooms. Emily and I both teach at a community college, and trauma-informed classroom environments couldn’t be more essential in this setting. While we certainly don’t ask for or collect any data about our students’ experience of trauma, I can infer that a large percentage of our student population has survived adverse experiences. In a typical semester, my class includes:

  • Students who came to the United States as refugees
  • Students who are currently or have in the past served in the military
  • Students who are in recovery from substance use
  • Students who don’t have enough money to meet their basic needs
  • Students who are currently or have in the past been homeless

Using my trauma-informed lens, I know that it’s essential for me to create a safe and supportive environment for these students to thrive. While the adult learner may have gained more coping strategies and self-regulation skills than an elementary school student, adult brains are still impacted by trauma. My adult learners still need relationship and respect to thrive and succeed.

The “how” is not that different from what we know about trauma-informed K-12 environments. I know that a trauma-informed classroom should prioritize connection, empowerment, predictability, and flexibility. I can build all of these things into my syllabus and the way that my classroom runs day to day.

One thing I do want to highlight is the flexibility piece. In a trauma-informed environment, we recognize that context is key, and the same interventions or responses don’t work for every student. In a K-12 setting, this often means looking at school-wide disciplinary policies or behavioral responses. Most experts on trauma-informed education recommend drastically decreasing or eliminating zero-tolerance policies within schools.

Zero tolerance in the syllabus

In a college classroom, I believe that many teachers impose zero-tolerance policies in the name of learning, and we can do better. These policies come up around grading and attendance. They even come up around students’ use of email.

I recently saw a well-known professor share a piece of her syllabus language. It stated (paraphrased): “You must begin your email to me with a salutation, such as ‘Dear Professor.’ Emails that do not include a salutation will be ignored. Seriously, I won’t reply to those emails.'”

This is a zero-tolerance policy: you mess up, and without regard to context, I will not respond to your attempt at communication.

Unwritten messages

Now, I have no idea if this particular instructor actually enforces this policy, or how she might respond given the context of the email. It’s worrisome if she does: often, the instructor is one of the only points of contact a student has on campus (especially true in community college where students don’t live in dorms). Imagine that I am the only trusted representative of the college for a student, and he reaches out through email, writing: “I am really struggling with some mental health stuff. I won’t be in class tomorrow.” He didn’t write “Dear professor.” Do I really ignore the email?

Let’s give the professor the benefit of the doubt and assume that her humanity trumps her policy. I’m still worried about the presence of the policy itself. When I read the policy, I understand: “How you communicate is more important than what you communicate. My preferences for email are more important than what you need.”

That take-away message might prevent students from building a relationship and reaching out when they need help. It might perpetuate a feeling of a power imbalance. And it might contribute to an overall feeling, especially among community college students: “college isn’t about what I learn; it’s about meeting all of these rules – different ones for each professor! I can’t be successful.”

High expectations with care

So what’s the alternative? Maybe you’re reading this and thinking to yourself, “Okay, I get this, but I still want students to use proper email etiquette.”

Me too! This is where we practice the balance of trauma-informed teaching: holding high expectations and communicating care at every step along the way.

Here’s how I do this around email in my classroom:

The first assignment of the semester is to read a short article about how to write professional emails to college instructors. Just google “how to email a professor” and there are several options to choose from. I used this one last semester.

The second half of this assignment is to send me an email, using the tips from the article. I ask students to introduce themselves to me in this email, tell me something awesome about themselves, and share the last book they read. This serves several purposes: I can assess whether they understood the content of the article, and I also start to build relationship. I reply to each of these emails, making a connection about what they shared, and if necessary, giving feedback if they didn’t follow the email format from the article.

This assignment alone does 99% of the work for me. I’ve found that over the semester, most students follow the format, most of the time. If I get any particularly egregious outliers, I respond to the content of the email first (“Hi Andrew, I’m sorry to hear that you’re sick. Please check Moodle this afternoon for next week’s homework”) followed by any feedback about the form of the email (“One more thing – your email was a little hard to follow. If you scroll back up to our Week 1 assignments in Moodle, you can reread the article about how to write professional emails. Thanks!”).

I also encourage students to email me often. In my experience, reaching out for help is the difference between a student who fails or drops the class and a student who struggles but still passes. I want students to reach out, even if they don’t do it “right.”

Finally, I never ignore an email from a student.

Embracing the “both/and”

Trauma-informed teaching is often about the “both/and.” We can both hold high expectations and communicate care. We can both treat adult learners as adults and recognize that “being an adult” doesn’t mean going it alone.

To build a trauma-informed college classroom, I encourage instructors to critically look at how they might decrease zero-tolerance policies and seek to prioritize relationship. Learning is messy; so is healing from trauma. Embrace the mess and we can all be a little more human together.

Trauma-Conscious Teaching Microcredential: Spring Dates

Along with my colleague Robert Black at Antioch University, I’m pleased to continue offering this rigorous microcredential in Trauma-Conscious Teaching. The goal of this program is to help teachers build a strong foundation from which to create trauma-informed learning environments. Each experience is designed to deepen your understanding and also give you practical tools for your classroom and your own reflective practice.

Trauma Conscious Teaching

We’re pleased to now be offering all of the pieces of this microcredential online! See below for spring/summer dates, and click through for descriptions. Get in touch if you have any questions!

Teacher’s Trauma Toolbox

Two webinars: May 8th & 15th, 7:00-8:30pm EST

Book Study: Fostering Resilient Learners

Online book group: April 15th through May 3rd, asynchronous, with a Zoom meeting 4/30 at 7pm EST

Book Study: The Boy Who Was Raised as a Dog

Online book group: July 8th through August 9th, asynchronous, with a Zoom meeting 8/6 at 7pm EST

Preventing and Addressing Vicarious Trauma

Webinar: January 30th, 7:00-8:30pm EST OR June 12th, 7:00-8:30pm EST

Trauma-Conscious Pedagogy & Reflective Practice

Mini online course: April 1 through April 26th, asynchronous 

Introduction to Mindfulness and Heart Practices (taught by Robert Black)

Webinar series: Feb 26, March 19, April 9, & April 30 (all at 6:30 to 8:00 pm EST)

Ask Alex: how do I balance academics and emotional support?

Today’s question comes from Jessica Carlson on Twitter:

“If a student is not doing their schoolwork/classwork because of the grief / trauma they’re experiencing in the moment, what’s the best way to help them through both?”

I love this question because it gets at the critical intersection between unconditional positive regard and pedagogy. Let’s look at how we can approach this situation with a combination of high expectations and centering humanity: 

I’ve often heard the misconception that in trauma-informed education, we should lower our academic standards for students who have been impacted by trauma. In fact, the opposite is true. If we lower expectations, we might reinfornce a student’s negative self-image: “My teacher doesn’t think I can do this – I knew it – I’m not good enough.” The alternative? Hold high expectations – and help students reach them. The idea of “islands of competence” is a helpful one: we can start with student strengths and then create bridges to new content and skills.

So now to our question: you have a student in your class who cannot do their work or engage in class that day. It’s your understanding that this is connected to trauma and/or grief. What’s next? 

The key here is flexibility. While maintaining our high academic standards, we should provide students with flexible ways to meet those standards. We also have to just be human and meet students where they are.

If a student comes into class, clearly upset, and can’t seem to focus or get started on her work – be a human. What would you do if you saw a coworker or friend in that situation? You probably wouldn’t repeatedly prompt them to complete their work. Ask your student if they’re OK, encourage them to take a break, give them some space. Acknowledge that their emotions are valid and you care about them. And then – this is the key – follow up. 

How might this follow-up look? 

“Hey Sarah, I’m so sorry you were feeling so down today. Can we check in about the project? Tell me what you’ve gotten done so far and what your next step is. Then we can figure out if you’re going to need an extension or if you’re on track.” 

“Tim, thanks so much for letting me know you needed a break today. While you were out of the room, we went over some new material. I have a couple of options for you on getting that information – I can give you a link to a Khan Academy video on the same topic, or you can read from the textbook chapter and then come check in during lunch to go over questions. Which would work better for you?” 

“Hi Lee. How are you feeling now after doing some sketching and those deep breaths we talked about? That’s great that you’re feeling better. I wanted to touch base because we did the first step of a group activity today, and I want to make sure you feel ready to join into your small group tomorrow. Let’s go over the outline I handed out and then we can figure out what else you step into group work tomorrow.”

In all of these examples, we meet our students with empathy, as humans, first. Then, we review the academic expectation, and approach the student with a collaborative attitude. We don’t leave them to figure out how to catch up on their own, which may be an overwhelming task for students who are already overwhelmed. 

I also find it helpful to be clear about what I can be flexible about and what I can’t. This requires us to be clear about the “why” behind our activities and assignments. If the student missed skills practice, how else might the student practice the skill? If the student missed a building block of content, how could the student access that instruction? We shouldn’t simply ask students to make up every single thing we did in class just because we did it. It has to matter to their ongoing learning and growth toward competency. 

One more thing to think about: if this becomes a pattern for a student, it’s worth scheduling an outside-of-class check-in, with any combination of the student and: family, other teachers, counselor, special educator, other supportive adults. Lead a discussion, centering the student’s thoughts and ideas, about the pattern that’s been coming up, and how the team of support can work together to help the student address both the underlying emotional needs and the ongoing academic work (Ross Greene’s Plan B approach might work really well here). 

To sum it up: meet your student with unconditional positive regard. Affirm their emotions and address the immediate emotional need. Maintain high expectations, but with a flexibility of how to arrive at competence. And when patterns develop, work as a team.

Thanks for the question, and if you have a question of your own, send me an email at Alex@UnconditionalLearning.org! 

Learn with me: spring course information

This spring, I’m excited to be teaching an online class called Beyond the Buzzword: Deepening Knowledge & Practice of Trauma-Informed Education. It’s a 3-credit graduate course, fully online with three real-time video calls so we can connect and talk about our learning. 

In this class, I’m hoping to push past the “101-level” understanding of trauma-informed education and think critically about questions like these:

  • How does identity intersect with trauma?
  • How do we talk about trauma and does it matter? (For example -should we say “trauma-sensitive” or “trauma-informed”? Why?) 
  • Can a school emphasize compliance and also be trauma-informed? 
  • What can we learn from experts in the clinical field who have been doing this work for a long time? 
  • What does trauma-informed school policy look like? 

I’m not the end-all expert on trauma and learning, and a lot of these questions don’t have straightforward answers. I’m hoping to cultivate a learning community through this course, developing our understanding together.

We’ll be guided by two excellent (and very different) texts: 

Troublemakers by Carla Shalaby will help us explore the connection between trauma, compliance, and freedom.

The Boy Who Was Raised as a Dog by Bruce Perry will help us face the grim reality of child abuse and neglect and teach us about the connections between trauma, attachment, mental health, and the brain. 

I’ll also be sharing from the collection of articles, research, blog posts, and other resources I collect on various aspects of trauma-informed teaching. 

I hope that you’ll consider joining me for this learning experience, or passing this information along to an interested colleague or friend. Feel free to email me with any questions! 

Trauma-informed teachers need trauma-informed administrators

Trauma-informed teachers need trauma-informed school leaders.

Teachers need support in order to support their students.

A trauma-informed school isn’t a collection of individual classrooms implementing a series of unconnected strategies. Trauma-informed work is about relationships, and relationships thrive in a healthy community where everyone has a sense of belonging and worth.

Administrators are key in setting the tone for this culture, and there are concrete ways you can do this. Here are some areas for school leaders to consider as they work toward a trauma-informed school environment.

Recognize that your teachers have experienced trauma, too

77% of teachers are women. 1 out of 3 women experience some form of sexual violence in their lifetime. Sexual violence is only one of many types of possibly traumatic experiences, but looking at those numbers alone should make you pause to consider the experiences that your teachers carry with them.

When you facilitate or provide professional development for your teachers, remember that these same teachers may be at any point in the process of managing the impacts of their own trauma: they may experience no adverse impacts, or every day they may be struggling with mental health and emotional wellness. Administrators must be mindful that teachers are carrying these experiences with them every day at the same time that they are being asked to support struggling students.

Administrators should use the same best practices that they ask teachers to use with students: provide flexibility, choice, and voice. Approach challenges with curiosity and empathy. Place a priority on autonomy and self-direction. Create opportunities for teachers to take a break during an overwhelming day, or take a day off to rest without being judged.

In addition, administrators should be sure that teachers are aware of the internal and external supports available to them. Is there counseling provided through employee assistance? What resources are available through the school or union for teachers who need extra help? Do teachers know about community organizations that serve adults? Make this information available to all staff, and play your part in destigmatizing mental health support.

Acknowledge that trauma occurs at school

Vicarious trauma, or the so-called “cost of caring,” has been written about in depth and administrators should educate themselves on how teachers may be struggling with it. Vicarious trauma is indirect – it’s the consequence of bearing witness to someone’s struggle.

But teachers may also be directly experiencing trauma in your school. One definition of trauma is when dangerous events overwhelm our capacity to cope. A teacher who has witnessed or been a target of violence within the school may experience this as traumatic. They also may not – it depends a lot on the specific situation, the coping skills of the person involved, and the preventative or risk factors both inside and outside of school.

Pay special attention to special educators, teachers who help intervene in crises, or teachers working with children who get physically or verbally aggressive. When there’s a critical incident involving a student, make it a part of the follow-up protocol to touch base with the teacher to see how that teacher is doing and what he needs.

We can expect teachers to be professionals about the difficult parts of their jobs, but we need to also expect them to be human. Use your leadership to make it okay to respond like a human to a tough day, and provide empathy and care on those tough days.

Put your time where your values are.

It’s heartening to hear administrators talk about the value of self-care. But if we tell teachers “practice self-care!” without actually providing the supports to do so, we’re just victim-blaming (“Burned out? Guess you didn’t self-care enough”).

A trauma-informed school leader recognizes that teachers are whole humans, trying to show up in full humanity for their students, and this can be draining and exhausting. Instead of presenting a PowerPoint about self-care, a trauma-informed school leader makes time within the school schedule for breaks. They create time for processing and making meaning in small groups. They offer flexibility and encouragement for teachers to actually use personal days, take vacations, and go home on time.

Trauma-informed school leaders create a culture where care is communal, not just a responsibility of the individual on her own time.

Know your role

Again, the work here is parallel to what teachers should be doing in the classroom. Our job is not to be a “trauma detective,” but rather to provide universal supports to all.

For administrators: don’t be a trauma detective with your staff. Especially because you have a professional relationship, provide opportunities for social-emotional support for all your employees but don’t expect any of them to reveal personal information.

Provide opportunities for your employees to connect with you as a person, but let them choose the level of vulnerability. If you’re worried about the wellness of an employee, ask “Are you okay?” but provide multiple paths for the teacher to get their needs met. Maybe talking to you is appropriate, but going back to my previous point, this is where it will be helpful to be able to provide other resources.

Use your leverage

As an administrator, you are uniquely positioned to make a big impact on inequitable systems, unsustainable working conditions, and allocation of resources. Do your research about the systems-level changes that make a difference for students who experience trauma, and then use your position to advocate for those changes.

Ask your teachers what they and their students need. Let them know you will fight for them, and then do it. Instilling hope is an essential part of a trauma-informed environment – you can do this through your pursuit of justice. Now get to work!

Ask Alex: how should I show support to a grieving student?

Today’s question comes from Irene on Twitter:

“Hi! I’m a high school student teacher, just starting to build relationships with my kids. Over the weekend, a student’s father passed away. Her best friend is in my class, and was visibly upset yesterday. Tips on not wanting to pry, but show support?”

Sometimes the simplest things go a long way. It can be enough to say, “Hey, you seem sad. You don’t need to talk about it with me or anything, but I just wanted to say that we’re here for you if you need to talk, or if you need to take a break, or if you want to see a really cute video of my cat playing fetch. Just let me know.” I mean, that’s what I would say (it’s very cute when my cat plays fetch), but customize to how you authentically interact and go for it.

Here are a couple of key points for approaching a student who has something going on, especially when you may or may not know what that “something” is:

  • If a student does want to talk about what’s going on, practice listening and validating their emotions rather than giving advice or solutions. “That must be really difficult,” “It sounds like you feel sad,” “I can see how much that upsets you.” Don’t rush to action or try to fix their problems – just listen.
  • If the conversation feels too complex or heavy for your role (especially as a student teacher), gently let the student know that you may need to bring in others in order to best support them. (Example: “Marielle, thank you so much for sharing this. I’m always here to listen. I was thinking, though, that some of this sounds pretty intense for you and I’m wondering if we could go walk down to the counseling office together. I think it might be really helpful for you to chat with someone who knows a lot about helping kids through this stuff”).
  • Don’t hold onto a student’s trauma by yourself- it’s not good for you or for the student. Talk about what’s going on with your mentor teacher, and others in the school as needed/appropriate. It can be really hard to carry students’ stories, but you don’t have to do it alone.

The biggest tip I can offer for supporting a student who seems like they’re going through a hard time: approach these situations with no expectation that the student lets you know what’s going on. You don’t need to know the details to be supportive. Picture it like this: you’re at an airport by yourself, feeling extremely upset. The people around you don’t know what’s going on but can see that you’ve been crying. Without knowing your story, someone offers you a seat, or hands you an extra snack packet, or helps you with your bag. If you’ve ever been in a situation like this and experienced the kindness of strangers, you know how moving it can be to be offered little gestures of support without needing to pour out your heart in return.

Even though you know your student, and it can feel tempting to try to get the inside scoop of exactly what’s going on, extend them the trusting kindness you might extend to a stranger. Ask them to help you carry something to the office so they can get a quick break from class, pass them a sticky note with a funny doodle on it, let them use your fancy pens for the period. Sometimes in schools I hear of teachers asking students to provide “proof” before excusing an off day, whether it’s a doctor’s note, confirmation that the grandmother really died, or invasive questioning. Being trauma-informed means extending kindness and grace even (especially) in absence of any “evidence” that it’s needed, just because it’s the right thing to do.

I hope your student finds the support they need, and thank you for being a caring teacher and asking this question!

 

If you want to ask a question about trauma-informed teaching and responding to challenging behavior in class, email Alex@UnconditionalLearning.org or get in touch on Twitter at @AlexSVenet!