Six-year-old Jada feels a persistent expectation of danger. She overreacts to provocative situations and has difficulty managing her emotions, which often flare up without warning. To her teachers, Jada appears touchy, temperamental, and aggressive. She is easily frustrated, which makes her susceptible to bullying. When something happens at school that triggers Jada, she may lash out in fury.

How can teachers manage a kid like Jada who may have suffered trauma, but whose emotional reactions make it difficult for her to learn? Not by getting angry, for sure. That would just trigger her, because she’s hypersensitive to criticism.

In my new book, The Trauma-Sensitive Classroom, I present key, alternative strategies teachers and schools can use to help kids who’ve experienced trauma to do better in school. I’ve found that when teachers recognize the symptoms of trauma, build supportive relationships and classroom environments, and build upon strengths to help traumatized kids learn self-regulation, they can play an important role in helping them heal.

[For more on this story by PATRICIA JENNINGS, go to https://greatergood.berkeley.e...aling_with_adversity]