This TAG session was dedicated to exploring the complex topic of trauma and its profound effects on learners. Through structured activities and discussions, participants reflected on their teaching practices, analyzed the impact of trauma on students, and identified actionable strategies to create supportive learning environments. Below is a detailed description of the session's flow and outcomes.

Introduction and Warmer (5 minutes)

The session began with a short warmer activity designed to engage participants and provide a smooth transition into the topic. A volunteer led a word association game, where participants took turns naming emotions linked to classroom experiences. This quick activity allowed the group to think about the emotional dynamics present in learning spaces, which laid the groundwork for later discussions about trauma.

After the activity, a brief conversation ensued about the use of warmers in teaching. Some participants shared experiences of similar icebreakers and emphasized their effectiveness in promoting a safe and relaxed atmosphere in the classroom. Suggestions for adapting the warmer included using visual aids or integrating digital tools like emojis for online settings.

This introductory segment succeeded in fostering a sense of community among the group and aligned participants' focus on the importance of emotional safety in education.

Sharing Experiences: What Did You Do? (10 minutes)

In this segment, participants reflected on their teaching practices since the last TAG meeting. They shared strategies they had implemented, challenges they faced, and lessons learned.

• Success Stories:

  One teacher shared how introducing brief mindfulness activities, such as breathing exercises, helped students transition more calmly between lessons. Another participant described using a “feelings chart,” which allowed students to non-verbally express their emotions at the start of class, fostering a more empathetic environment.

• Challenges:

  Several teachers noted difficulties in engaging students who appeared withdrawn or disinterested, prompting a discussion about the subtle ways trauma might manifest in classroom behavior. Participants reflected on the importance of patience and consistent support in building trust with traumatized learners.

This segment highlighted the power of small, intentional strategies in creating a supportive learning environment and underscored the need for collaborative problem-solving when addressing challenges.

Exploring the Impact of Trauma: Discussion (30 minutes)

The heart of the session focused on understanding the impact of trauma on learners. Participants delved into content from Module 1 of the course, including key concepts from the Bessel van der Kolk video and slides illustrating the types and effects of trauma.

1. Types of Trauma (Slide 5):

   Participants reviewed the different forms of trauma students might experience, such as direct trauma (e.g., family loss, war exposure) and secondary trauma (e.g., witnessing a caregiver’s distress). The discussion also touched on contextual examples, such as students coping with a parent’s illness or the emotional toll of displacement.

   Teachers acknowledged the prevalence of such experiences among their students and reflected on how these might influence classroom behaviors. Sensitivity was emphasized to ensure the conversation remained focused on learners while avoiding triggers for participants.

2. Effects of Trauma on Learning (Slides 6–7):

   Using two slides that outlined possible trauma responses, participants identified behaviors they had observed in their classrooms, including:

   • Withdrawal or reluctance to participate.
   • Difficulty concentrating.
   • Outbursts of frustration or anger.

   Teachers shared how they typically respond to these behaviors. Some described using non-verbal cues to provide reassurance, while others mentioned structuring lessons to include moments of calm. The group agreed on the importance of understanding that these behaviors often stem from underlying trauma rather than defiance or disinterest.

3. Supporting Learners (Slide 8):

   The discussion shifted to practical strategies for creating safety in the classroom. Using a handout and slide, participants explored approaches such as:

   • Establishing predictable routines.
   • Using empathetic listening to validate students’ feelings.
   • Creating physical spaces within the classroom that feel safe and welcoming.

   This exchange of ideas reinforced the role of teachers as supporters rather than problem-solvers for students navigating trauma.

Applying Insights: How Can We Support Our Learners? (15 minutes)