Trauma-Smart Session Script

Introduction (5 minutes)

Teacher (Slide 1: Trauma-Smart Teaching):
“Good afternoon, everyone! Welcome to our Trauma-Smart Teaching session. I’m [Your Name], and today we’re going to explore how trauma-informed care can help us support our high school students more effectively. Before we begin, let’s establish a few norms:

• Confidentiality – what’s shared here stays here.
• Respect – honor everyone’s experiences and perspectives.
• Participation – feel free to share, ask questions, and learn from each other.

(Slide 2: Session Agenda)
“Here’s our plan for the next 45 minutes:
• Introduction (5 min)
• Presentation: Core Principles (10 min)
• Reading & Reflection (10 min)
• Group Discussion (10 min)
• Classroom Planning Activity (10 min)

(Slide 3: Session Objectives)
“By the end of today, you will be able to:

1. Define trauma-informed care and its importance in high school settings.
2. Identify four core principles of trauma-informed practice.
3. Develop one brief trauma-sensitive strategy to implement in your classroom.

Teacher:
“Take 30 seconds to jot down one personal goal for this session.”

Teacher:
“Who would like to share their goal?”
Invite 2–3 responses.

Presentation on Trauma-Informed Care (10 minutes)

(Slide 4: What Is Trauma-Informed Care?)

Teacher:
“Trauma-informed care means:
• Recognizing the widespread impact of trauma
• Understanding paths for recovery
• Integrating this knowledge into our policies and practices
• Actively resisting re-traumatization

Why it matters: Trauma affects concentration, behavior, and relationships. In a high school, we might see it as defiance, withdrawal, or anxiety.”

Teacher (Question):
“Can anyone share a brief example of how trauma has shown up in your classroom?”
Wait for 2–3 volunteers.

(Slide 5: Core Principles)

Teacher:
“Our four core principles are:

1. Safety – Create both physical and emotional security.
2. Trustworthiness – Set clear expectations and be consistent.
3. Choice – Empower student agency and autonomy.
4. Collaboration – Build mutual partnerships.

Let’s try a quick partner activity. Turn to your neighbor and share one concrete example of how you might demonstrate trustworthiness in your class.”

Teacher:
“Who wants to share their partner’s idea?”
Select 2–3 examples.

(Slide 6: Recognizing Trauma Responses)

Teacher:
“Here are some common indicators in teens:
• Emotional dysregulation (anger, anxiety)
• Withdrawal or avoidance
• Hypervigilance or distractibility
• Frequent absences or lateness

You’ll see these on the Worksheet: Recognizing Trauma Signs.”

Reading and Reflection (10 minutes)

Teacher:
“Now, please take a copy of the Reading: Trauma-Informed Care Principles. First, read silently and note one insight or question you have. Then, complete Section 1 of the Worksheet: Recognizing Trauma Signs based on that reading.

You have 5 minutes to read and 5 minutes for the worksheet.”

Reading time (5 min):

Worksheet time (5 min):

Group Discussion (10 minutes)

Teacher (Slide 7: Group Discussion):
“Let’s form groups of 3–4. Each group has the Handout: Discussion Prompts for Trauma-Smart Teaching. Use these questions as your guide:

1. Which trauma signs have you observed in your students?
2. What challenges have you faced when supporting these students?
3. What strategies have you tried, and with what results?

You have 8 minutes to discuss. I’ll circulate to listen in.”

Teacher:
“Let’s come back together. Who would like to share one key point from your group?”
Invite 3–4 groups to share briefly.

Classroom Planning Activity (10 minutes)

Teacher (Slide 8: Classroom Planning Activity):
“In pairs, choose one of the four core principles to focus on in your classroom. Then, using the Guide: Trauma-Safe Classroom Activity Instructions, draft a brief strategy—like a check-in routine or a calming corner. Note the materials you’ll need, timing, and implementation steps.

You have 6 minutes to draft. Then we’ll invite two pairs to share.”

Teacher:
“Time’s up! Pair A, please share your strategy.”
Allow 2 minutes.

Teacher:
“Pair B, your turn.”
Allow 2 minutes and offer positive feedback.

Next Steps & Conclusion (5 minutes)

(Slide 9: Next Steps & Resources)

Teacher:
“Thank you for your thoughtful work today. To wrap up:

• Share your drafted strategy with a colleague for feedback.
• Review the Reading: Trauma-Informed Care Principles again.
• Use the Guide: Trauma-Safe Classroom Activity Instructions for implementation details.
• Connect with your school support teams for ongoing collaboration.

Final reflection: What is one takeaway you’ll act on this week?”

Teacher:
“Who’d like to share?”
Invite 2–3 final responses.

Teacher:
“Wonderful. Thank you all for your engagement. Let’s continue to build safe, trusting, choice-rich, and collaborative classrooms for our students. Have a great day!”

Recognizing Trauma Signs

Use your copy of the Reading: Trauma-Informed Care Principles to complete the sections below.

Section 1: Identification of Common Signs

List three common indicators of trauma in high school students as described in the reading. For each, briefly describe what it might look like in your classroom.

1. Indicator: ___________________________________________________________
   
   
   
   
2. Indicator: ___________________________________________________________
   
   
   
   
3. Indicator: ___________________________________________________________
   
   
   
   

Section 2: Classroom Reflection

Reflect on your own experience. Describe one situation where you observed any of these signs in a student. What was happening, how did the student respond, and how did you respond?

Section 3: Action Planning

Choose one of the indicators above and one core principle of trauma-informed care (safety, trustworthiness, choice, or collaboration). Draft a brief strategy to support a student showing this sign. Include:

• The principle you’re applying
• Materials or set-up needed
• Step-by-step actions you will take

Trauma-Informed Care Principles

This reading introduces the foundation of trauma-informed care and its relevance for high school educators. Use these insights to complete Section 1 of the Worksheet: Recognizing Trauma Signs.

What Is Trauma and Why It Matters

Trauma refers to experiences—such as abuse, neglect, loss, or exposure to violence—that overwhelm a person’s capacity to cope. In adolescence, trauma can:

• Impair concentration and memory
• Trigger emotional dysregulation (e.g., sudden anger or anxiety)
• Manifest as withdrawal, aggression, or avoidance
• Undermine trust in adults and peers

When students carry unaddressed trauma into the classroom, learning and relationships suffer. Recognizing these impacts is the first step toward creating supportive environments.

The Four Core Principles

Trauma-informed care is guided by four interrelated principles. Applying them in schools helps reduce re-traumatization and promotes healing.

1. Safety
   • Physical safety: predictable routines, clear procedures, calm spaces.
   • Emotional safety: respectful language, nonjudgmental listening.

2. Trustworthiness
   • Consistency: follow through on promises and routines.
   • Transparency: explain decisions and classroom expectations clearly.

3. Choice
   • Empowerment: offer options for seating, work format, or participation.
   • Voice: invite student input on assignments, classroom norms.

4. Collaboration
   • Partnership: involve students in goal-setting and problem-solving.
   • Connection: build genuine rapport through regular check-ins.

Research and Evidence

• Studies show that trauma-informed classrooms improve attendance, engagement, and behavior.
• Adolescents with supportive teacher relationships demonstrate higher resilience and academic growth.
• Schools using trauma-informed approaches report a reduction in office referrals and disciplinary actions.

Practical Strategies for Educators

Below are examples of how to weave principles into daily practice. Use these as inspiration when drafting your own plan in the Guide: Trauma-Safe Classroom Activity Instructions.

• Begin each class with a brief mindfulness or breathing exercise (Safety, Choice).
• Post a visual schedule and review it aloud to set clear expectations (Trustworthiness).
• Offer a choice of assignment format (written, oral, digital) when feasible (Choice).
• Co-create classroom agreements with students at the start of a term (Collaboration).
• Designate a calming corner or quiet break area with fidget tools (Safety, Choice).
• Check in privately with students who show warning signs (Trustworthiness, Collaboration).

Reflection Questions

Take a moment to consider your current practices:

1. Which of these principles feels strongest in your classroom?
2. Where might you add more student choice or collaboration?
3. How can you adjust routines to increase emotional safety?

Record your responses on the Worksheet: Recognizing Trauma Signs and use them to inform your action plan.

Discussion Prompts for Trauma-Smart Teaching

Use these questions to guide your small-group conversation. Leave space for notes and reflections.

1. Which trauma indicators from the Reading: Trauma-Informed Care Principles have you observed in your own students?
   
   
   
   

2. What challenges or barriers have you faced when trying to support students showing these signs?
   
   
   
   

3. Which strategies—either from the reading or from your own practice—have you tried? What worked well, and what didn’t?
   
   
   
   

4. Choose one of the four core principles (Safety, Trustworthiness, Choice, or Collaboration). How could you apply that principle to address a current classroom challenge?
   
   
   
   

5. What additional resources, collaborations, or supports would help you implement trauma-informed strategies more effectively?
   
   
   
   

Potential Follow-Up Points:

• Share any specific student scenarios (anonymously) and brainstorm tailored approaches.
• Identify colleagues or support staff you could partner with for co-planning or coaching.
• Note next steps each group member will take to integrate insights into their classroom practice.

Trauma-Safe Classroom Plan

Use this guide—ideally in pairs—to draft a concrete, trauma-sensitive strategy you can implement in your classroom.

1. Select Your Focus

1. Core Principle (circle one): Safety • Trustworthiness • Choice • Collaboration
   Principle: ________________________________________________
   
   
   
2. Observed Trauma Sign (from reading/worksheet):
   Sign: _________________________________________________
   
   
   

2. Strategy Overview

• Title of Strategy: __________________________________________






• Goal/Objectives (What you hope this strategy will achieve):

3. Materials & Environment Setup

List any materials or space arrangements needed (e.g., calm corner, breathing script, visual schedule):

4. Step-by-Step Implementation Plan

Outline each action and when/where it will occur. Be specific and realistic.

1. __________________________________________________________
   
   
   
2. __________________________________________________________
   
   
   
3. __________________________________________________________
   
   
   
4. __________________________________________________________
   
   
   
   (Include additional steps as needed.)
   
   
   
   
   
   

5. Student Agency & Collaboration

How will you involve students’ voices or offer choices within this strategy?
__________________________________________________________________

6. Success Indicators & Next Steps

• How will you know this strategy is working? (e.g., reduced anxiety signs, improved engagement)
________________________________________________________________

• Next Steps (Follow-up actions, data collection, adjustments):
________________________________________________________________

Sharing & Feedback
Be prepared to share your plan with another pair. Invite feedback on clarity, feasibility, and student impact. Adjust your plan based on insights.