The Invisible Suitcase

How often have you sat at your desk, staring at a wall, wondering how you possibly can help a student? While each of us has moments of accomplishments and let-downs, our hope is to reach every student. A growing conversation happening among educators is the question, “How do I help a kid who has experienced trauma?” Now, those may not have been the exact words that have flowed from your mouth, but the idea remains the same. Students experience trauma over their lifetime and come to school with their invisible suitcase full of complications and pain. How is one supposed to help unpack those heavy invisible suitcases and teach and educate a student of trauma?

Most educators, counselors and administrators have had their share of difficult experiences with students. Maybe a student was labeled a bad kid. The continued melt-downs, outbursts or shut-downs overwhelmed your day or classroom. The student might have been categorized as angry. Often, the lack of respect for other students or faculty created frustration within you. Whatever the case, there is a desperate need to reorganize our educational discussion to ask the question, “What has happened to this student?” instead of asking “What is wrong with this kid?”

Understanding the challenges of unpacking the invisible suitcase and creating a trauma-informed classroom or school is the first place to begin. Often, professionals want a guide that includes specific interventions, techniques or appealing phrases. However, the process of being trauma informed is more about a perspective shift. The unseen change within the professional is one important aspect of the process. There is great significance in the majority of staff understanding the impact of trauma on the student and striving to create safety for all students, including physical, emotional, social and academic safety. Schools also should address the whole student and recognize the different levels of needs. Students must feel support and appreciation based on their unique differences. With these points in mind, the educator must become aware of how trauma influences the student’s brain and the ability to learn. Focus should be less on the details of the trauma and more on how the trauma has shaped the person. As the paradigm shift occurs, the educator is able to respond in a more appropriate way for a student who has experienced trauma. 

Here are a few examples of this perspective shift:

Old way He’s so defiant. She is choosing this behavior. What’s wrong with him? I don’t need to call home; they won’t help. I won’t tolerate disrespect.

New way He is lacking social skills. She is reacting with survival skills. What happened to him? Calling home may help give more insight. How can I help them learn respect?

As educators embark on the journey of becoming trauma informed, we need a great deal of information and support. For more information about becoming trauma informed, you can visit the OSDE Counseling website or request training. Here are some excellent resources for becoming trauma informed.

• Helping Traumatized Children Learn
• Trauma-Informed Approach and Trauma-Specific Interventions (SAMHSA)
• TED Talk: Nadine Burke Harris on how childhood trauma affects health across a lifetime

Kristin Atchley, LMFT, is executive director of counseling with the Oklahoma State Department of Education.