Magazine project Final Draft

 

 

Backpack Trauma and How to 
Lighten the Load 

Ed 243-01 
April 2019 
BYU-Idaho 
Lillian Hartwell 

 

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Backpack Trauma and How to Lighten the Load
Lillian E. Hartwell
Ed 243-01
Dr, David Marshall
April 1, 2019
BYU-Idaho

Table of Contents 2

Title Page Number
Cover i
TitlePage 1
Author Biography 3
Abstract 4
Trauma Informed Teaching Article 5
References 8
Interviews 9
Backpage 12

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Abstract
For my article, I chose to research trauma-informed teaching. To me, this subject is really
important and even more so in our current day. It is common for our students to have
experienced death, divorce, extreme embarrassment, and scary situations at such an early age,
and this trauma they experience is brought to school. This so-called “backpack trauma” can
affect the learning ability of the students, as well as affect the learning environment for other
students in the classroom. With my article, I plan to bring to light the extent of trauma including
physical, psychological, social, historical, and secondary, that some students have experienced
and how it affects that student both inside and outside of the classroom. I also plan to discuss
strategies and approaches to help those dealing with trauma and how to give the whole class a
better learning and social environment, what trauma-informed teaching is, and how it can benefit
the classroom. I will also be giving example situations of students who have experienced trauma
and how it can be helped. I will show the do’s and don’ts of trauma-informed practices as well as
examples used in schools today.
I hope that this article will be able to give information to those who want to look into
trauma-informed practices and apply it to their classroom, as well as continue to help grow the
needed trend of trauma-informed teaching. My siblings and I have all gone through the process
of trauma when we were young and got help from the school, and I know many friends who have
experienced the death of a loved one, and they did not get all the help they needed, so they did
not know how to cope well. I hope that this teaching trend is able to grow so that students are not
affected in such a way that they lose the motivation and the “child” in them.

[316]

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About The Author
My name is Lillian Hartwell and I was born
June 26, 2000, in Kirkland, Washington, but
raised in Nampa, Idaho. I have loved school
from a young age and school was my comfort
zone. As much as it was, I couldn’t stay there
after the last bell rung, so I had to get some
hobbies. I love to draw and paint. Watercolor
portraits are my favorite because I am able to
bring color and life even into the dullest photos.
Learning new techniques and styles always
interests me because I’m always up for a challenge, and it is the same with math. Math is one
of those subjects a student normally groans about, but not for me. I loved solving the equations
and trying to figure out a way to get the answer. I always challenged myself with the hardest
math I could, and it was fun. Not only did I love doing math and art, but I loved when I was able
to teach them to others and help them feel confident in them too. I always disliked how so many
didn’t like math because “I’m not good at it” or didn’t like art because “I’m not talented”. I
believe that anything can be accomplished with the right teacher and the right attitude when
learning. I want to teach because I want to help my students feel confident in themselves to try
new things and not to be down on themselves if they make a mistake. Mistakes are all part of the
learning process and they aren’t what matters in the end; what matters is you kept trying. Not
only do I want my students to feel confident in their studies, but I also want them to feel
confident in life. I strive to inspire my students to challenge themselves and do great things.
[305]

Backpack Trauma 5

Many people have gone through behaviors to deal with anxiety and
some sort of trauma whether it is physical, uncomfortable situations. Survivor
psychological, social, historical, ongoing, or behaviors may include but are not limited to
secondary, and like a backpack, they carry it
around with them everywhere they go. ● Fighting
Trauma does not only affect young adults ● Running away
and older, but many children have faced ● Substance abuse
trauma, and they bring it to school with ● Spacing out
them. How can teachers and the ● Self-injurious behaviors
administration help those students who have ● Eating disorders
backpack trauma, and how can they be These actions are results of developmental
prepared for it? consequences of trauma and can affect both
What is Trauma? themselves in the classroom as well as their
classmates and teachers. (Brenda Ingram, p.
When a person has an emotional 1-15)
response to a negative and often terrifying Relationships Before Content
event, they have experienced trauma. This
event causes a long term effect on the person Childhood trauma can often be
and can impact their mental and emotional invisible and may be hard to detect by others
stability. Trauma can come from many including teachers. The usual paradigm in
different events such as rape, domestic classrooms is that content comes before the
violence, natural disasters, severe illness or relationships with the students, but in order
injury, the death of a loved one, witnessing to have an effective learning environment,
an act of violence, and even from social the paradigm should actually be reversed.
experiences. (PsychGuides, 2019) Many problems created in the classroom are
Trauma Behaviors caused by student trauma instead of the
student spiting the teacher just to do so.
Trauma can make it difficult for the
person to experience things “normally”, and Creating a good relationship with our
it can also impair the learning of that students and even those who may seem to be
individual. Children who have experienced “porcupines” is incredibly beneficial for
trauma view situations differently than those both the teacher and the student. When
who didn’t, and they behave much
differently as well. Those who have
experienced trauma will develop survival
behaviors as a way to help cope with the
stress in their environments. Even when the
children are in a non-threatening
environment, they will still exhibit these

teachers are able to talk to the student and 6
discuss anything that might be bothering
them, the teacher can get down to the root of Essentials of Trauma-Informed Teaching
the problem and fix it with more ease than if 1. Connect
they only knew what problem the student 2. Protect
caused. (How to Hug a Porcupine, June 3. Respect
Eding) 4. Redirect
Why Trauma-Informed Practices?
Safe relationships between the teacher and
Teachers have a huge role to play in the students is a must have in order for this
students lives, and often can be the students practice to work. With a good relationship
saving grace when it comes to trauma that the student can rely on, the student’s
related issues. “Although schools are not brain can start to get back to regulation, or
mental health facilities and teachers are not as normal as can be with such a big change.
therapists, teaching today’s students requires Though things may be entirely different for
alternative strategies and skills compared to the student when it comes to situations, they
what worked a generation ago.” ( Brenda can rely on you that the classroom can be a
Ingram, p. 16) Teachers will not act as place where everything is normal again.
therapists, but will instead know how to Your Own Mental Health
approach situations in which a child is In order to be able to help your students in
dealing with trauma. Teachers will be the classroom or in your school, you must be
trained on symptoms, signs, as well as in a state of mind which allows you to do so.
solutions when dealing with trauma in the Being a teacher can be draining on physical
classroom. This can affect how the as well as your mental health, and in order to
classroom is managed, as well as how help students work on theirs, the teacher first
disciplinary actions are brought about. must work on their own. Every single person
Finding the cause or root of misbehavior in the class has an effect on the classroom
will become a task that teachers will handle, environment, and that does not exclude the
that will also help aid in finding a better teacher. In fact the teacher is one of the
solution for all students, not just those who major impacts on classroom environment.
have experienced trauma. Trauma-Informed practices are meant to
Benefits of Being Trauma-Informed instill a culture in schools where all mental
and emotional is important to the learning
● Improved academic achievement environment, and with a teacher using such
● Improved classroom environment practices, they can then better practice it
● Reduction of stress with their students because of a personal
● Reduction in student bullying and learning experience they gained from using
the tools themselves. (Alex Shevrin Venet,
harassment 2018)

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Strategies to Help Our Less Open
Students

Sometimes students who have
experienced trauma may distance
themselves from you and may be hard to
talk to. They may seem to act like
“porcupines” and act aggressive and be
defensive when targeted or put on the spot.
In order to get closer with this student, we
must understand that they will behave
differently and have different boundaries
than other students who have not
experienced trauma. We must respect their
boundaries and understand that their fears
and needs are real. This will keep them from
lashing out on you. Once the boundaries and
fears are revealed, it’s important to be
empathetic and try to understand them and
look through their eyes at the situations they
have been put in. In order for them to trust
you and open up there are some key points
you must follow

● Pay attention to what they are saying
● Get to know them
● Share and be vulnerable because

they are vulnerable as well
● Don’t take anything personally, they

are in a rough spot and may act out
● Always be kind no matter what
● Let them talk
● Don’t be dismissive
These will all help in evolving your
classroom and the way you act into a more
trauma-informed practice. (How to Hug a
Porcupine, June Eding)
[1060]

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References
Venet, A. S. (2018, August 03). The How and Why of Trauma-Informed Teaching.
Retrieved March 20, 2019, from
https://www.edutopia.org/article/how-and-why-trauma-informed-teaching
Ingram, B. (n.d.). Trauma Informed Approaches to Classroom Management. Retrieved
March 20, 2019, from
https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20
Approaches%20to%20Classroom%20Management.pdf
U. (2018, April 23). What is Trauma-Informed Teaching? Retrieved March 20, 2019,
from
http://socialwork.buffalo.edu/about/trauma-informed-human-rights-perspective/what-is-trauma-i
nformed-teaching-.html
Signs and Symptoms of Trauma - Causes and Effects. (2019). Retrieved March 20, 2019,
from h​ ttps://www.psychguides.com/guides/trauma-symptoms-causes-and-effects/
Joffe-Ellis, D. (2009). H​ ow to hug a porcupine: Easy ways to love the difficult people in
your life​. Long Island City, NY: Hatherleigh Press.

Stakeholder Interviews 9

Daniel Stowe- BA of Elementary and some kind of trauma which has caused
Special Education, MA of Science in them to struggle academically in school
curriculum and instruction
Q1: How do you think trauma from home Q4: What do you know about the current
affects students in the classroom? teaching trend regarding
trauma-informed practices?
A: The home environment is hugely A: ​I don't actually know anything about
impactful on student performance, behavior,
and social well being. Students who have current trauma-informed practices. Each
had trauma (this can be in many forms, Personnel that works at a school district is
abuse, neglect, drastic change in required to report anything they see that
environment) can show a drastic drop in could potentially be a risk for a student
grades. They may show signs of a learning
disability. They may struggle to make Q5: Are there any changes you would
friends. They can lash out with disruptive make to how trauma-informed classroom
and or aggressive behaviors. management is applied in the schools?

Q2: Do you believe it should be required The only change I would make at this point
of teachers to know how to help students is that more training should be available for
with trauma? teachers whether it is a professional
development class or even just a class that
A: It would be very helpful for teachers to each teacher is required to take once a
have training on how to identify and even year. Our teachers are required to take
properly handle this situation in order to training on how best to handle students with
help the child. Each school should have a aggressive behavior. It is a 1-day course
counselor that is trained in this way. Our each year and we are required to be
school also has a psychologist that is licensed and certified in this program each
shared among multiple buildings that can year. A trauma class could also be held in a
offer assistance very similar manner.

Q3: What are your own experiences with Emily Stowe- Current student at BYU-I
students’ trauma affecting their class Q1: How do you think trauma from home
work? How did you handle it? affects students in the classroom?

A: Being a special ed teacher I have seen A: A child's nature and the way they
many students that have very difficult home perceive things like growth and challenges
environments. Whether that qualifies as start in the home, so if in the fundamental
trauma or not I'm not sure. I personally have years of one's life basic needs are not met
4 students on my caseload with behavior in some fashion, repercussions may be
issues. I have at least one student who has evident in how they deal with any number of
had abuse in the past and I belong to an situations. For example, a child that has
intervention committee and often hear of trust issues may have faced some sort of
students who have seen or experienced emotional trauma. Although this is not
always the case.

Q2: Do you believe it should be required
of teachers to know how to help students
with trauma?

A: I think that at the very least, teachers 10
should understand how to recognize the
tell-tale signs of a child that may have been A: Additional training would be nice, but
through something traumatic so that they how do you properly prepare and to what
can alert professionals who can better serve level of training would be required. Just be
the child. I don't think teachers should more concerned about student welfare than
necessarily be the ones to handle it alone. you are about academics.
Q​ 3: What are your own experiences with
Q3: What are your own experiences with students’ trauma affecting their class
students’ trauma affecting their class work? How did you handle it?
work? How did you handle it? A: A child was hit by a car in front of the
school. We worked on the child until the
A: I have known students that faced trauma ambulance arrived. The child did not
such as severe poverty that led them to survive. We had a prescribed protocol used
struggle socially within the classroom and by the district. We found that we needed
made it harder for them to focus on their more debriefing for those of us who
work. Their teachers utilized many witnessed the event.
programs put in place by federal and state ​Q4: What do you know about the current
governments in order to help bridge the gap teaching trend regarding
between them and others trauma-informed practices?
A: Not as much as I would like to know, and
Q4: What do you know about the current that is after 35 years of teaching.
teaching trend regarding ​Q5: Are there any changes you would
trauma-informed practices? make to how trauma-informed classroom
management is applied in the schools?
A: I'm not well informed in this area. A: Emphasize thinking on your feet. You
cannot possibly train for every event. Learn
Q5: Are there any changes you would to think under pressure.
make to how trauma-informed classroom
management is applied in the schools? Dr. Geoff Thomas Ed.D. in Educational
Leadership.
A: I wish that schools were supported more
in their efforts to help struggling kids, but I Q1: How do you think trauma from home
feel like teachers are already spread pretty affects students in the classroom?
thin.
A: Trauma has a severe impact on children
Scott Shirley- Principal at Lincoln attending schools. Often, they are very
Elementary School worried over drugs in the home, will there
be enough food, will they be beaten again,
Q1: How do you think trauma from home where will they sleep or will they continued
affects students in the classroom? to be verbally or mentally abused.
There are many situations right here in
A: Divorce, separation, funerals, prolonged Madison County where abused or
illness, the effect of these is multiplied when
experienced by a child. It can be
devastating and must be taken into account.
​Q2: Do you believe it should be required
of teachers to know how to help students
with trauma?

traumatized children act out in school due to 11
deplorable living conditions. It is always a
tragedy when children are exposed to daily Susan Flath BA in Business, AS in Science,
trauma. Snohomish School District Substitute
​Q2: Do you believe it should be required Teacher
of teachers to know how to help students Q1: How do you think trauma from home
with trauma? affects students in the classroom?
A: Not only should teachers help they are
legally and morally required to do so. All A:Trauma affects each child differently, it
educators are responsible for reporting any can be hard to recognize and is
form of the trauma they see in children. misunderstood at times, disruptive behavior,
​Q3: What are your own experiences with aggression, sadness, inanity to focus on the
students’ trauma affecting their class tasks at hand. Trauma from divorce,
work? How did you handle it? relocation, family dynamics all can manifest
A: In our school district we see on a daily in different ways.
basis the negative impacts on academic Q2:Do you believe it should be required
work due to traumatic experiences at home. of teachers to know how to help students
The best way to counter a terrible home life with trauma?
is to provide a loving structure in the
classroom, and make classrooms a "Safe A:Yes, teachers play an important role in
environment" not just physically but the daily life of a child, just caring and
emotionally and mentally for children. I knowing they are safe, can help a child.
always wanted my classroom to be a "Safe" Q3: What are your own experiences with
place from the world for kids. students’ trauma affecting their class
​Q4: What do you know about the current work? How did you handle it?
teaching trend regarding
trauma-informed practices? A:Homeless children, living with their
A: From working in the "Totem" behavior family in a car not knowing what tomorrow
programs, the RTI principles we are taught, will bring. I handled it with unconditional
I am quite aware of how to help children so love and understanding, let them know that
affected. they are important, make allowances where
Q​ 5: Are there any changes you would needed. It is not a one size fits all world.
make to how trauma-informed classroom Q4:What do you know about the current
management is applied in the schools? teaching trend regarding
A: A change I would make is to retire all trauma-informed practices?
teachers to matriculate into Totem programs,
to have a greater understanding of how best A: I am not familiar with the current
to address the needs of our students coming trends.
from very difficult challenges. Q5: Are there any changes you would
make to how trauma-informed classroom
management is applied in the schools?

A: Only that they are available to all,
under all circumstances

12

“Remember: everyone in the classroom has a story that leads to misbehavior or defiance. Nine
times out of ten, the story behind the misbehavior won’t make you angry. It will break your
heart.”
-Annette Breaux