A recent story on the local morning news involved someone being shot at an apartment complex. There were not many details. One adult shot another adult. While listening to the report I kept thinking, “I wonder if there were any children present?”
Had I heard the same story any morning previous, my reaction might have been different. That is what happens when we view our surroundings through a different lens. Gain a new perspective.
Why did this story have this effect on me on this particular day? Because the day before I attended a professional development workshop for educators entitled “The Trauma-Informed Classroom.” Dr. Barbara Sorrels, author of the book “Reaching and Teaching Children Exposed to Trauma,” was our presenter.
One of the most powerful moments of the day was listening to an actual 911 recording. The voice we heard was a six-year-old little girl named Lisa. Lisa was witnessing a violent attack on her mom and siblings by her stepfather. And it was not the first.
It is difficult for me to imagine the awful things this little girl witnessed. The fear in her voice was almost palpable. Her cries for help were interchanged with moments of extreme clarity. She provided crucial information and displayed incredible bravery.
The screams of this little girl caused a lump in my throat and tears in my eyes. Once the recording ended, the room remained silent. Dr. Sorrels then asked us to discuss how memories from this event might affect Lisa in the future. What images, smells, sounds, etc. might trigger negative responses from her?
All I could think was, “How can a child be expected to function at school after such a traumatic event?”
The workshop continued with stories of other trauma children, their caregivers, and teachers. We also explored ways to help promote healing.
By the end of the day, I felt emotionally and intellectually overwhelmed. How could I use this information to positively influence my classroom? How could it help me better connect with my students?
Dr. Sorrels encouraged us to start with one objective, helping one child at a time. And then another idea and another child, and so on. I reviewed my notes, and one thing stood out-a comparison of two questions. The questions represent two ways I might respond to a child’s behavior.
What is wrong with you?
What happened to you?
These questions have definitely been asked inside my teacher brain. And more often than not, I asked the first question. I should be asking the second.
So where do I begin?
- Be mindful that a frustrating “behavior” might actually be a reaction to trauma.
- Realize my perspective in approaching a child has the power to foster healing.
- Be willing to ask the right question.