Trauma-informed Teaching and Design Strategies: A New Paradigm
Ileen Schwartz-Henderson, National Director of Bright Spaces
You have a new child in your classroom. Her name is Celia, and when you meet her, she averts her eyes. She never speaks in class or to other children, puts her head on her desk during lessons and seems to be off in her own world, unreachable. You have another new student, Max, who is always fighting and disrupts lessons by calling out. It seems like he is always moving his body when he shouldn’t be, and he is often sent home by a frustrated administration. Another student, Maria, seems bright and interested in classroom content, but misses multiple days of school in a row without explanation.
These examples probably do not seem extraordinary to you and I am sure you can think of children like these who you have encountered throughout your career. As a committed early childhood educator, you know your job is to try to reach ‘difficult’ children, provide them with necessary support, and advocate for their opportunity to learn. Unfortunately, children like these can sometimes take away the bulk of your limited available time to work with the whole group of children you are responsible for. As much as you want to reach them, you are frustrated by the extra time they require, the seemingly willful way they resist your help, and the lack of support provided by the school. Read the full article here
Bright Spaces Make a Difference to Agency Partners
We sent a survey to our agency partners in 2017. Here are what a few of them said about how the Bright Space affects their program.