A Practical Guide for Developing Trauma-Informed Elementary Classrooms

Strategies for Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches

Philip E. Bernhardt|Ofelia Castro Schepers|Megan Brennan|Kathryn Young

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About

Trauma-Informed Practices (TIP) aim to create safe, supportive classrooms in which educators actively respond to students' needs. This recognition requires an intentional awareness of the complexities shaping students’ experiences, the potential presence and impact of trauma in their lives, and an understanding of why developing resilience is important. The widespread prevalence of trauma among children across the United States, as well as an acknowledgement of trauma's potential impact on students' academic, social, and emotional well-being, underscore the need for TIP within K–12 schools. As emphasized throughout A Practical Guide for Developing Trauma-Informed Elementary Classrooms, TIP require responding to students through a lens of empathy, understanding, and support.

When educators proactively consider the types of experiences students may bring to the classroom and how these experiences may impact their academic development, socio-emotional responses, and readiness to learn, they can more deliberately address students’ needs and help them succeed. An important reality to remember is that trauma-informed educators do not need to know the specific challenges a child brings to school, the extent of their traumatic experiences, or even whether a child has experienced any form of trauma. TIP are intentional, proactive strategies that can be consistently utilized in the classroom to support the academic, social, and emotional growth of all students.

The vision and development of A Practical Guide for Developing Trauma-Informed Elementary Classrooms are driven by a desire to provide elementary educators with practical examples that can be readily implemented to create classroom environments that are not only safe and sustainable, but also support learning, belonging, engagement, and development. The text will highlight innovative classroom strategies that embody the core principles of TIP. The following question serves as a guide for contributing authors: What are examples of innovative trauma-informed classroom strategies that support the academic, social, and emotional well-being of students?

Section 1. Designing the Environment: Engaging in Self-Reflection, Creating Predictable Routines and Trauma-Responsive Design

Chapter 1. It’s The Water: Setting the Stage for Implementing Trauma-Informed Strategies in the Classroom; Laura Mitchell and Lisa Morris
Chapter 2. The Compassionate Observer Protocol for Trauma-Informed Relational Practice; Maryann Krikorian
Chapter 3. Audit. Implement. Monitor. (A.I.M.) for Creating Trauma-Responsive Assignments; Katie Fields, Jill M. Davis, and Melanie Whitekiller Lawrence
Chapter 4. Consistency Anchors for Students Experiencing Compound Trauma; Katie Fields, Jill M. Davis, and Kaylee Ragon
Chapter 5. Creating and Utilizing Visual Aids to Empower and Support Young Learners Through Routines and Transitions; Kate Tiger
Chapter 6. Social Emotional Learning in Daily Routines; Dorothy Shapland Rodriguez, Jocelyn DelRio, and Gemini Fernandez
Chapter 7. Spark Time; Matthew J. Bowerman
Chapter 8. Teaching the Language of Regulation and Creating a Regulation-Focused Classroom; Trisha Rethinger
Chapter 9. The Three Pillar Model: A Reflective Audit for Trauma-Informed Classroom Management; Zachary McNiece, Sean Bullock, and David Lake
Chapter 10. Just Right Learning: Empowering Students Through Alternative Seating and Reflection; Allie Byrne
Section 2. Anchoring the Body: Somatic Regulation and Calming Spaces
Chapter 11. Cardio Drumming; Angela Howard
Chapter 12. How I’m Feeling: A Check-In Guide for Elementary Classrooms; Kimberly Brianna McNeil
Chapter 13. Free-ee-eeze: Progressive Muscle Relaxation Through Play; Sean P. Flynn and Megan Lyons
Chapter 14. Mindful Management: Mindfulness Exercises as Attention-Getters; Erika McDonald
Chapter 15. Picture Peace Pause: A Co-Regulation Visualization Strategy; Megan Lyons, TaVshea Smith, and Arianna Foster-Brown
Chapter 16. Half and Half: A Plush Partner for Self-Regulation in the Elementary Music Classroom; Rebecca M. Carlson and Romena Holbert
Chapter 17. Calming Spaces; Stephanie J. Gardner, Tim Knoster, Kathryn deVries, and Victoria Bartynski
Section 3. Nurturing Relational Trust and Community Belonging
Chapter 18. Safe Start Circle: Building Self-Awareness Through Morning Connection; Claudja Sullivan Byrd
Chapter 19. Community Circles with Individualized Check-Ins; Nancy Muhich, Lara Pausback, and Tera Helmon Zazenski
Chapter 20. Micro-Tutoring: The Courage to Let Go; The Care to Empower; Carlos Monzon
Section 4. Validating the Whole Child: Multilingual Assets and Community Cultural Wealth
Chapter 21. Building Belonging Through Teacher Vulnerability, Sharing Personal Stories, and Empathetic Witnessing; Ofelia Castro Schepers and Ellie Foster
Chapter 22. Respond, Don’t React: Linguistic Trauma-Informed Strategies to Strengthen Teacher and Student Emotional Resilience; Timothy N. Constant and Angela Tompson
Chapter 23. Multilingual and Multimodal Digital Science Notebooks; Rachel Sandoval, Caitlin G. Fine, and Ingrid Carter
Chapter 24. A Trauma-Informed Approach to Push-In Support: Securing Multilingual Students’ Well-Being and Success; Yun-Chen Yen, Rocio Mejia, and Boaz Dvir
Chapter 25. Mapping Our Community: Recognizing Cultural Assets to Support Trauma-Sensitive Classrooms; Alejandro Baquero-Sierra
Chapter 26. Supporting Communication and Social Participation in Multilingual Classrooms; Alejandro Baquero-Sierra
Chapter 27. Centering linguistic dignity during classroom sensemaking moments; Maren Getz and Caitlin G. Fine
Section 5. Amplifying Student Voice: Identity Exploration and Narrative Agency
Chapter 28. Building Belonging Through Cross-Linguistic and Cultural Transfer, Multilingualism, and Asset-Based Teaching; Yun-Chen Yen, Rocio Mejia, and Boaz Dvir
Chapter 29. The Cultural Identity Ring: Exploring Layers of Identity; Elizabeth Moran
Chapter 30. My Puppet, My Voice; Matthew J. Bowerman
Chapter 31. Using Text Sets with the NCSS and ILA Notable Books: Building Resilient, Culturally Responsive Classrooms; Tracey S. Hodges and Holly Hilboldt Swain
Chapter 32. Your Name is a Song; Angela Howard
Chapter 33. Brotherhood Circles: Mentoring Through Care, Connection, and Cultural Belonging; Rashad Anderson and Jordan Puch
Chapter 34. Counter-Narrative Story Maps in Social Studies; Analycia A. Gonzales and Dennis L. Rudnick
Chapter 35. Mapping the Family Engagement Ecosystem: A Trauma-Informed Strategy for Strong Home-School Relationships in Elementary Classrooms; Anne Valauri and LaToya Wright Wilson
Chapter 36. Our Memories and Life Stories; Amanda Buras and Yvonne Moreno
Chapter 37. Photovoice: Cultivating empowerment and collaboration between families and elementary teachers during the IEP process and beyond; Kristin Murphy and Margaret O’Riordan
Section 6. Fostering Resilience, Emotional Literacy, and Growth
Chapter 38. Rainbow of Feelings; Kelly Stefanski, Susanne Mercado, and Tammy Joy Burnham
Chapter 39. Supporting the Regulatory Needs for Academic Struggle and Frustration Tolerance; Trisha Rethinger
Chapter 40. Walking with Purpose: Building Resilience Through Outdoor Learning; Tim Buttler, Kevin Kiers, and Damian Hoffmann
Chapter 41. Character Quest: Building Empathy, Resilience, and Self-Awareness; Tammy Joy Burnham and Amy Snyder
Chapter 42. Resilience Builders: Teacher–Counselor Collaboration Using CBT Groups, Goal Charts, and Daily Check-Ins; Dreana Holloway
Chapter 43. Positive Notebooks; Hongyan Chen
Chapter 44. Strength-Based Reflection Journals in Elementary Classrooms; TaVshea Smith and Megan Lyons

As an instructional coach and classroom teacher grounded in trauma-informed practices, what stands out most about this book is that it does not treat trauma-informed practice as a checklist or abstract theory; it shows what it actually looks like in classrooms. From student voice and cultural humility to regulation, belonging, and empowerment, the strategies throughout this text provide educators with meaningful, actionable practices that can strengthen relationships, engagement, and equity across entire school communities.
- Craig Mills, Instructional Excellence RAiSE Coach, Eastridge Elementary, Cherry Creek

Dr. Philip E. Bernhardt is a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver.

Dr. Ofelia Castro Schepers is an Assistant Professor in Curriculum and Instruction with an emphasis in Bilingual Education at Purdue University.

Dr. Megan Brennan is a Licensed Clinical Psychologist and a Co-Founder and Co-Executive Director of Resilient Futures.

Dr. Kathryn Young is a Professor in Secondary Education at Metropolitan State University of Denver.