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!

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