Trauma-informed approach
Situation: A teacher notices that a child often displays aggressive behavior after recess. Instead of punishing the child for “misbehavior,” the teacher calmly talks to the child, offers a short break to calm down, and then resumes activities.
Creating a predictable and stable environment
Situation: The school schedule changes due to a special event. The teacher explains the changes to the children in advance, giving them time to prepare by informing them of the new schedule the day before.
Supporting emotional regulation
Situation: A child becomes upset during class due to a difficult assignment. The teacher offers the option to go to a “calm corner” where the child can use relaxation techniques or talk with the school psychologist.
Individualized approach
Situation: A child struggles to complete a test within the set time limit. The teacher offers extra time or an alternative form of assessment, such as an oral exam, to avoid added stress.
Strengthening relationships and collaborating with experts
Situation: A child experiences an emotional crisis during the school day. The teacher contacts the school psychologist, and together they discuss the child’s feelings in a safe environment. The teacher maintains regular communication with the psychologist about the child’s progress. In challenging situations, intervision and supervision are recommended.