As educators, it’s common to encounter challenging behaviors in the classroom. While some of these behaviors may be frustrating, it’s essential to recognize that they could be signs of something deeper—possibly a response to trauma. Jared Ransom, Manager of Support Services, and Mark Schlepphorst, Social Emotional Learning Coach at Chaddock, offer valuable insights into how teachers can better understand and respond to student behaviors.
Recognizing the Signs of Trauma
Trauma can manifest in various ways, making it difficult to pinpoint its presence in the classroom. According to Jared, the key is to be on the lookout for signs of anxiety. “A lot of our students have different ways of showing they feel under threat or unsafe,” Jared says. “It could be shutting down, being extra quiet, or demonstrating what might be considered bad behaviors. In reality, they’re communicating that they need support.”
Mark adds that even small actions can be clues to underlying issues. For younger students, this could be fidgeting with objects like erasers or constantly shaking their legs. “Sometimes it’s repetitive behaviors, like blowing their nose repeatedly even when they don’t have a runny nose,” Mark explains.
Mark reminds us that all behaviors are a form of communication. These seemingly minor actions could be signs that something more significant is happening internally.
Responding with Care and Support
So, how can teachers respond to trauma-driven behaviors in a way that supports healing? It starts with relationships. Jared and Mark say relationships play a pivotal role in managing behaviors.
To build relationships, Jared and Mark ask the students they work with about their interests, how their evening was the day before, and how they are feeling at that moment. They let them know that they care about their life and that they are there for them.
This philosophy allows teachers to understand what students care about and build rapport, which can help when challenging behaviors arise. By knowing your student on a deeper level, you can begin to learn what can help them regulate and how you can respond when they’re having a tough time.
According to Jared and Mark, the concept of “felt safety” is also critical. Creating a safe environment where students feel secure is the foundation of trauma-informed teaching. “We reassure students that they are safe, that there is structure, and that there are things they can do to help them with whatever they’re dealing with at that moment.” Mark says.
Repairing and Rebuilding
One of the most important lessons Jared and Mark stress is the importance of repairing relationships after conflicts occur. “Kids can say or do things they don’t necessarily mean in the moment,” Mark explains. “It’s not personal—it’s because they know they’re safe… Use that opportunity to repair and rebuild and keep trust going and just show up for the kids every day.”
Taking time to repair relationships after difficult moments not only strengthens the bond between teachers and students but also reinforces the idea that they are cared for, even on their toughest days.
Caring for Yourself as an Educator
Managing behaviors from the students in your classroom can take an emotional toll. Both Jared and Mark emphasize the importance of self-care. “A real steady personal life was a big shift for me,” Jared says. “My mental state outside of work really indicated how my day would go here a lot of time.”
Mark adds that relying on your team for support is essential. “Know when you need to take a break and step away for a minute,” he says.
Final Thoughts
Even on the hardest days, remember that tomorrow is a new opportunity to connect, repair, and build trust. By approaching each day with patience, structure, and empathy, educators can help students feel safe, supported, and ready to learn.
As Jared wisely concludes, “Even on bad days, remember, it’s just a bad day—tomorrow is a new day.”
