Lesson Plan
Trauma-Informed Classroom Strategies
Equip 6th grade teachers with Tier 1 trauma-informed strategies to recognize trauma indicators and foster student resilience in a 30-minute PD session.
Middle school students often carry unaddressed trauma into the classroom, impacting learning and behavior. Equipping teachers with trauma-informed approaches builds safe, supportive environments that boost engagement, well-being, and academic success.
Audience
6th Grade Middle School Teachers
Time
30 minutes
Approach
Interactive discussion and hands-on activity
Prep
Review and Customize Materials
10 minutes
- Review PD Slide Deck: Trauma-Informed Strategies and tailor examples to your school context.
- Familiarize yourself with the Trauma Indicators Checklist and Tier 1 Intervention Strategies Guide.
- Print or upload the Empathy Mapping Activity Cards for group work.
- Arrange seating to support partner and small-group discussions.
Step 1
Welcome and Session Overview
5 minutes
- Introduce session objectives and agenda.
- Highlight the impact of trauma on middle school learners.
- Outline the flow from recognizing indicators to applying Tier 1 supports.
Step 2
Recognizing Trauma Indicators
7 minutes
- Present common signs of trauma using the Trauma Indicators Checklist.
- Share brief student scenarios; invite teachers to spot indicators.
- Facilitate a quick debrief on observations and surprises.
Step 3
Exploring Tier 1 Strategies
8 minutes
- Review proactive Tier 1 practices from the Tier 1 Intervention Strategies Guide.
- Discuss classroom routines, clear expectations, and positive reinforcement.
- Brainstorm how existing practices can be adapted to be more trauma-sensitive.
Step 4
Empathy Mapping Activity
7 minutes
- Divide into pairs or small groups.
- Distribute Empathy Mapping Activity Cards.
- Groups select a card and build an empathy map for a student impacted by trauma.
- Share insights and suggest supportive classroom responses.
Step 5
Summary and Action Planning
3 minutes
- Recap key strategies and benefits of trauma-informed teaching.
- Ask teachers to set one specific classroom goal based on today’s learning.
- Share follow-up resources and invite reflection on ongoing support opportunities.
Slide Deck
Trauma-Savvy Teaching: Tier 1 Strategies
A 30-minute PD session for 6th-grade teachers to:
• Understand trauma’s impact
• Spot common indicators
• Implement proactive Tier 1 supports
• Build student resilience
Welcome participants as they join. Briefly introduce yourself and the session. Emphasize the importance of trauma-informed teaching for 6th graders and outline logistics (30 minutes, interactive).
Session Objectives & Agenda
- Recognize trauma’s impact (5 min)
- Identify indicators (7 min)
- Explore Tier 1 strategies (8 min)
- Empathy mapping activity (7 min)
- Summary & action planning (3 min)
Review each objective and the flow of the session. Encourage questions at any time and note that we’ll work individually, in pairs, and as a whole group.
Impact of Trauma in the Classroom
• Alters stress response & executive function
• Impedes attention, memory, and self-regulation
• Manifests as withdrawal, aggression, or inconsistency
• Influences peer relationships and academic engagement
Define trauma and its effects on the developing middle-school brain. Share 1–2 quick statistics or anecdotes about attention, memory, and behavior challenges.
Recognizing Trauma Indicators
Use the Trauma Indicators Checklist:
• Emotional signs (e.g., anxiety, irritability)
• Behavioral shifts (e.g., outbursts, withdrawal)
• Academic changes (e.g., sudden drops, attention struggles)
Spot indicators in brief scenarios.
Introduce the Trauma Indicators Checklist. Present three illustrative student scenarios and ask teachers to spot possible indicators.
Exploring Tier 1 Strategies
Proactive classroom supports:
• Predictable routines & clear expectations
• Positive reinforcement & focused praise
• Warm-standby check-ins & brief mindfulness breaks
• Safe signals & classroom calm corner
Guide teachers through key proactive Tier 1 practices from the Tier 1 Intervention Strategies Guide. Solicit examples of existing routines they use.
Empathy Mapping Activity
- Divide into pairs/groups
- Choose an Empathy Mapping card
- Map: What might the student Think, Feel, Say/Do, Hear?
- Propose 1–2 trauma-sensitive responses
- Share insights with the whole group
Explain the empathy mapping process. Form pairs/small groups, distribute Empathy Mapping Activity Cards, and circulate to support groups.
Summary & Action Planning
• Trauma impacts learning & behavior—Tier 1 supports build safety
• Recognize indicators with a shared checklist
• Adapt routines, check-ins, and positive practices
Set one classroom goal and access additional resources for ongoing support.
Summarize the session’s key takeaways. Prompt teachers to write and share one specific Tier 1 goal for their classroom. Highlight follow-up resources and invite reflection.
Worksheet
Trauma Indicators Checklist
Use this checklist to identify potential signs of trauma in students. Check the indicators you observe and consider appropriate Tier 1 supports.
Emotional Indicators
- Frequent anxiety or excessive worry
- Irritability or sudden mood swings
- Withdrawal or social isolation
- Unexplained tearfulness or sadness
- Difficulty trusting adults or peers
Behavioral Indicators
- Frequent outbursts, aggression, or defiance
- Hypervigilance or easily startled
- Risk-taking or self-destructive behaviors
- Difficulty following routines or transitions
- Clinging to adults or refusing to separate
Academic Indicators
- Sudden drop in grades or quality of work
- Difficulty concentrating or completing tasks
- Frequent absences or tardiness
- Disengagement or lack of participation
- Misplacing assignments or forgetting materials
Next Steps:
- Review checks with your team or counselor.
- Incorporate simple Tier 1 strategies (e.g., predictable routines, positive check-ins) from the Tier 1 Intervention Strategies Guide.
- Monitor changes over time and adjust supports accordingly.
Reading
Tier 1 Intervention Strategies Guide
This guide offers universal, trauma-informed practices you can weave into your daily instruction. These Tier 1 supports help all students feel safe, connected, and ready to learn.
1. Establish Predictable Routines
• Morning Meeting or Check-In: Start each day with a 3-5 minute circle or quick share.
• Visual Agenda: Post a clear schedule with times and icons.
• Transition Signals: Use a consistent chime or hand signal to shift activities.
Benefits: Routines reduce anxiety by helping students know what’s coming next.
2. Set Clear, Consistent Expectations
• Limit Rules to 3–5: Phrase positively (e.g., “Use kind words”).
• Teach & Role-Play: Model each expectation, then have students practice.
• Post & Refer: Place expectations where everyone can see them and revisit when needed.
Benefits: Students learn exactly how to succeed rather than guessing what not to do.
3. Build Positive Relationships
• Warm Greetings: Greet each student by name at the door.
• Interest Surveys: Gather quick info on hobbies or family to personalize interactions.
• Empathy Mapping: Refer to Empathy Mapping Activity Cards to practice seeing through a student’s eyes.
Benefits: Knowing students as individuals strengthens trust and engagement.
4. Implement Brief Check-Ins & Mindfulness
• ‘How Are You?’ Signal: A thumbs-up/down or color-coded card lets students share mood nonverbally.
• Mood Meter or Exit Ticket: One-question quick write (e.g., “I feel __ because __”).
• 2-Minute Breathing Breaks: Lead a short, guided breathing or stretch to reset focus.
Benefits: These moments give students space to regulate emotions and re-engage.
5. Create Calming Spaces & Safe Signals
• Calm Corner: A cozy area with pillows, soft lighting, and emotion-regulation tools (e.g., stress balls).
• Safe Signal: Teach a nonverbal cue (e.g., hand on heart) students can use when they need a moment without calling attention.
Benefits: Provides on-the-spot support without removing students from class entirely.
6. Use Consistent Nonverbal Cues
• Attention Signal: Call-and-response (“One, two, three—eyes on me!”).
• Transition Countdown: “3-2-1” countdown before moving on.
• Partner Check: Tap shoulder to signal students to turn and talk.
Benefits: Nonverbal cues maintain flow and minimize surprises.
7. Monitor, Reflect & Adapt
• Track Observations: Use the Trauma Indicators Checklist weekly to note changes.
• Team Debrief: Share trends with colleagues or counselors to identify patterns.
• Adjust Supports: Increase check-ins, tweak routines, or revise calming strategies based on student needs.
Next Steps:
- Review this guide alongside the PD Slide Deck: Trauma-Informed Strategies.
- Select two Tier 1 practices to implement in the coming week.
- Reflect on how these supports shift classroom climate and student engagement.
Activity
Empathy Mapping Activity Cards
Use these scenario cards in pairs or small groups to build an empathy map for a student experiencing trauma. For your chosen card, record What might the student:
- Think
- Feel
- Say/Do
- Hear
After mapping, propose 1–2 trauma-sensitive classroom responses that could support this student.
Card 1: Jordan
Scenario: Jordan was once talkative and engaged but now sits alone at recess, avoids eye contact, and often turns in incomplete homework. Jordan flinches when a classmate raises their voice in the hallway.
Card 2: Maya
Scenario: Maya participates enthusiastically until she feels confused. When she’s unsure, she becomes defensive, raising her voice or walking out of the room. Maya often catches herself and looks upset afterward.
Card 3: Luis
Scenario: Luis frequently stares out the window, doodles unrelated images, and misses simple instructions. He seems restless—tapping feet and playing with his pencil—and often hesitates to ask for help.
Card 4: Sarah
Scenario: Sarah completes assignments quickly and to high quality but refuses to work with peers. She frequently tells the teacher she’d rather “just do it myself.” You notice Sarah watching the teacher for approval before speaking.
Card 5: Ethan
Scenario: Ethan arrives late or is absent 2–3 times a week. When present, he avoids volunteering, whispers to a friend, and sometimes drifts off mid-lesson. He tenses up if the teacher calls him by name.