Providing teachers with tools to identify and support students impacted by adverse childhood experiences in the classroom.
What a teacher needs to learn about developing resilience:
TEACH resiliency skills:
Teachers should teach children how to manage their emotions, stay calm, and be empathetic. These skills are crucial for building resilience because they help children better handle stressful or difficult situations.
Example: A teacher can lead discussions on how to identify different emotions and how to deal with them constructively. They can teach children deep breathing, mindfulness, how to pause and think before reacting, and how to empathize with others. This allows children to better understand what is happening to them, process it, and respond thoughtfully rather than impulsively.
Example: In a situation where a child is frustrated by a difficult task, the teacher can teach the child to stop, take a deep breath, and think about how they could solve the problem instead of reacting with anger or anxiety.
This table summarizes behaviors that either contribute to or disrupt a safe and supportive classroom environment. Appropriate and safe behavior builds trust, emotional regulation, and a sense of safety in students, especially those with Adverse Childhood Experiences (ACEs). Inappropriate behavior can increase feelings of insecurity, stress, and mistrust.
| Appropriate teaching behaviors | Inappropriate teaching behaviors |
|---|---|
| Focusing on the student when they speak to you. | Not making eye contact, looking away, or being distracted while the student speaks. |
| Speaking in a calm and moderate tone. | Yelling, muttering to yourself, or whispering to others. |
| Maintaining consistent behavior so students know what to expect. | Displaying erratic and unpredictable behavior. |
| Setting clear and fair rules that apply to everyone. | Having no rules or apply them inconsistently and unfairly. |
| Staying calm and in control of emotions. | Emotional outbursts or being easily rattled. |
| Respecting and clearly communicating boundaries. | Not setting or respecting boundaries. |
| Providing equal attention and care to all students. | Favoring some students or giving preferential treatment. |
| Allowing students to leave the classroom if they feel unsafe or triggered. | Using threats to prevent students from leaving the classroom. |
| Demonstrating unconditional positive regard for all students. | Judging students based on their behavior or taking their behavior personally. |
| Being honest and transparent in communication. | Lying, withholding information, or refusing to explain actions. |
| Holding all students to high standards and encouraging them to reach their potential. | Ignoring students’ potential or expecting little from them due to their “problems.” |