4 Students, Educators, and Community

When you imagine your future classroom, what do you see? Your students will share certain traits, but each will also bring unique experiences, strengths, and challenges. Differences may include culture, language, religion, gender, motivation, learning approaches, social skills, access to resources, or physical and cognitive abilities. Many students embody several of these dimensions at once, shaped not only by identity but also by environment—family life, community, and prior educational experiences.

For teachers, this diversity is both a gift and a responsibility. A well-prepared educator understands how these varied backgrounds influence classroom climate, student learning, and teacher–student relationships. In this chapter, we will explore how identity and autobiography shape teaching and learning; how diversity, motivation, and learning approaches intersect; why bilingualism and cultural responsiveness matter; and how trauma and relationship-building are central to creating safe, equitable classrooms.

4.1 Autobiography

Across the United States, the tapestry of the K–12 student population has changed dramatically over the past twenty years and continues to evolve. According to the National Center for Education Statistics (NCES), the following percentages of bilingual students were reported in public school enrollment for Fall 2021:

• Total public school enrollment in cities: 9.8 percent (a decrease from 14.8 percent in 2019)
• Total public school enrollment in suburban areas: 7.9 percent (a decrease from 10.0 percent in 2019)
• Total public school enrollment in towns: 7.5 percent (an increase from 7.0 percent in 2019)
• Total public school enrollment in rural areas: 4.8 percent (an increase from 4.4 percent in 2019)

Alongside language diversity, classrooms also reflect a wide range of ethnic identities and cultural traditions. In many communities, schools are one of the first spaces where students from different ethnic groups, faiths, and cultural backgrounds come together. This diversity creates opportunities to practice peaceful interaction, mutual respect, and dialogue across differences. As a future teacher, it is important to consider not only the student population you will serve but also how your classroom can become a place where empathy, belonging, and equity are actively cultivated.

The following section will explore key issues related to getting to know your students’ biographies. This exploration of student biographies begins with an understanding of our own autobiographical narrative. We will build on our autobiographical narratives by learning more about ourselves as learners, and how our own learning styles could influence our future instructional practices.

Autobiographical Narratives

Every student brings unique talents, experiences, languages, and perspectives into the classroom. As educators, our responsibility is not only to recognize these assets but to intentionally build upon them. Herrera (2010) reminds us that understanding the core aspects of each student is essential to identifying the skills and knowledge they bring to learning.

Autobiographical narratives are a powerful tool for uncovering those core aspects. Rooted in Biography-Driven Instruction (BDI) (Herrera, 2016), this approach invites educators to understand and leverage students’ lived experiences as assets, creating more culturally responsive and meaningful instruction.

At the same time, this work begins with us. Every educator brings a story into the classroom. Our identities, values, lived experiences, and biases shape how we interpret behavior, design instruction, and define success. Before we can fully understand our students, we must first reflect on ourselves.

This reflection supports your development as a reflective and equity-minded educator. You will engage in intentional self-exploration and design a tool to better understand your future students’ backgrounds and learning needs. Through this process, you will strengthen your ability to foster inclusive, supportive classroom environments grounded in cultural awareness, empathy, and relational trust.

Creating Autobiographical Narratives

Consider writing your autobiographical narrative at the beginning of the term and revisiting it near the end. Reflect on your growth: How has your thinking evolved? What have you learned about yourself?

When designing autobiographical narratives for students, consider developmental level, language proficiency, and context. A kindergarten student’s narrative will look very different from that of a twelfth grader. Depending on age and need, families or caregivers may also contribute, helping you gather a more complete understanding of each learner.

Once you have established these basic parameters, you will want to determine what information you would like to gather. This information can range from very general to very specific.

A good recommendation is that you thoroughly research each dimension of the student’s biography and follow the steps that cover multiple areas.

Step 1: Write Your Educator Autobiographical Narrative

Write a 1–2 page autobiographical narrative that explores your experiences and perspectives through the following dimensions. Be honest and reflective—this narrative helps you better understand how your background, values, and needs shape your teaching.

Step 2: Design a Student Autobiographical Narrative Tool

Select the grade level you hope to teach and create a developmentally appropriate autobiographical narrative tool to get to know your students. This tool should reflect your commitment to equity and culturally responsive practices.

Step 3: Final Reflection (Short Paragraph)

Write a short paragraph explaining how this process—both your personal reflection and student narrative tool—supports your ability to build an inclusive, equitable classroom community. How does this promote empathy, culturally responsive teaching, and awareness of student needs?

Applying Autobiographical Narratives

Using insights gleaned from students’ autobiographical narratives, teachers gain essential knowledge to make critical adaptations to their instructional practices—helping them better meet the needs of diverse student populations. These adaptations not only address academic and cognitive development, but also support inclusive classroom climates through cultural awareness, educator self-awareness, and emotional wellbeing.

Below are some strategies educators could use:

Sociocultural

• Invite family members, caregivers, or foster parents to share information about their cultural background and traditions
• Highlight and affirm students’ cultural assets in classroom activities and content
• Use knowledge of students’ lived experiences to build bridges between home and school life, fostering a sense of belonging
• Reflect on your own sociocultural identity to better understand how it impacts your expectations and interactions with students

Linguistic 

• Celebrate multilingualism as an asset through inclusive classroom displays, read-alouds, and peer collaboration
• Support language development with targeted interventions while avoiding deficit framing of emerging bilingual learners
• Examine any implicit biases about language “correctness” and adjust practices to affirm linguistic diversity
• Provide opportunities for students to use their home languages to express understanding and identity

Academic 

• Build on students’ prior academic experiences to scaffold new learning and validate different pathways to success
• Encourage participation in extracurricular activities that reflect their strengths and interests
• Address systemic inequities in access to rigorous coursework or enrichment programs by advocating for inclusive structures
• Reflect on your own educational journey to identify any unexamined assumptions about intelligence, effort, or success

Cognitive 

• Differentiate instruction based on students’ identified learning preferences and needs
• Teach metacognitive strategies to help students take ownership of their learning processes
• Use strengths-based language and feedback to build students’ confidence as learners
• Stay attuned to students’ stress levels, trauma triggers, or attention needs by maintaining open, trusting communication

Cultural Bias Awareness 

• Use autobiographical narratives to uncover how school systems may privilege certain norms, behaviors, or cultural values
• Challenge assumptions you may hold about students’ capabilities, motivations, or family support
• Create classroom agreements and norms collaboratively to decenter dominant cultural expectations
• Use culturally responsive curriculum to validate diverse identities and histories

Educator Self-Awareness & Self-Care

• Reflect on how your background, values, and stress responses influence your classroom presence and interactions
• Use student narratives as reminders of the emotional and social complexity each learner brings—requiring empathy, not judgment
• Model emotional regulation and care practices (e.g., mindfulness, reflection breaks) to create a calm, connected space
• Set personal boundaries and self-care routines to sustain your energy and compassion as a professional

These are just a few ways autobiographical narratives can inform a more responsive, equitable, and supportive classroom. By listening to students’ stories—and reflecting on your own—you lay the foundation for authentic relationships, holistic instruction, and student empowerment.

4.2 Student Diversity

As you reflected at the beginning of this chapter and envision your future classroom full of students, ask yourself again: What does it look like? It may help to consider your past experiences in classrooms. How does it sound? What do your students have in common? How do they differ? Reflecting on these questions is valuable. Hopefully, you will come to understand that you are not simply teaching a class of students, but rather a collection of individuals—each with their own strengths, talents, weaknesses, personalities, and needs. There are many ways in which your future students may differ. The following is a brief overview of some of the myriad factors that will make your students unique and, at times, require intentional and responsive teaching.

As defined by the National Education Association, diversity is “the sum of the ways that people are both alike and different” (para. 1). The NEA goes on to list a variety of dimensions included in diversity. Some of these are “race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status” (para. 1, www.nea.org, n.d.).

It is this diversity that creates richness, depth, and opportunity within a classroom, while also requiring thoughtful and responsive teaching. The variety of students in one’s classroom provides powerful opportunities for learning, perspective-taking, innovation, and growth for everyone in that community. Concurrently, diversity brings related challenges, such as the need for differentiated learning techniques to meet the needs of every student. Individual perspectives relating to diversity can also, at times, fuel bullying and harassment. These challenges do not stem from diversity itself, but from how difference is understood, valued, or misunderstood within a community.

Another term we encounter often regarding today’s classrooms is multicultural. When you think of the word culture, what comes to mind? The word means different things to different people. Culture includes the many elements that combine to make one community or group distinct from another, such as values, clothing, religion, holidays, traditions, language, music, literature, beliefs, and expectations (Alsubaie, 2015; Perso, 2012). If we understand culture in this way, it becomes clear that everyone brings a unique cultural experience into the classroom, including both students and teachers. The cultures of both teachers and students influence the educational process within that classroom (Alsubaie, 2015).

It is, therefore, very important to seek to understand both your own background and cultural beliefs, as well as those of your students. As stated by Alsubaie (2015), “teachers who learn more about their students’ backgrounds, cultures, and experiences will feel more capable and efficient in their work as teachers” (p. 88). The more aware you become of your own beliefs, values, expectations, and even biases, the better able you will be to understand and support your future students. In addition to learning about students’ experiences and backgrounds, it is also important to consider what drives students to seek knowledge and motivation.

4.3 Motivation

Recognizing the many ways students differ is only the first step. The next question becomes: what inspires students to engage, persist, and care about their learning? Motivation is not simply about effort or compliance. It is about meaning. Students are more likely to invest in learning when they see themselves in the curriculum, feel valued in the classroom, and believe their strengths matter. When we understand what drives our students, we can design learning experiences that connect to their identities, cultures, and lived experiences, transforming differences into assets rather than barriers.

Motivation to learn is complex and influenced by many factors, including cultural background, developmental stage, personal beliefs about the value of learning, and one’s sense of competence or academic self-concept. In educational psychology, motivation is often described as the internal process that energizes, directs, and sustains behavior toward a goal (Schunk, 2012). In classroom settings, this includes the effort students choose to invest in a task, their level of interest, the goals they set for themselves, and their beliefs about why they succeed or struggle.

Understanding motivation helps teachers recognize that engagement is not simply about compliance or effort. It is shaped by identity, meaning, perceived relevance, and a student’s belief in their ability to grow.

As a teacher, you are tasked with helping your students find motivation to learn. As you saw in the autobiographical narratives, this begins with knowing yourself first so you can recognize and nurture the unique talents and skills your students bring to the classroom. To do this effectively, you need to understand their histories, backgrounds, and cultures, which shape what motivates them.

One of the most difficult aspects of becoming a teacher is learning how to motivate your students. Some educators, and even researchers, state that students who lack intrinsic motivation will not learn effectively. They won’t retain information; they won’t participate; and some of them may even become disruptive. However, in her book Cultivating Genius, Dr. Gholdy E. Muhammad states: “For one, I have never met an unmotivated child in my years working with youth. I have, however, ‘met’ unmotivating curriculum and instruction.” (p. 65).

This perspective shifts the focus from what students lack to what instruction provides. Therefore, as educators, it is our responsibility to design a curriculum that is engaging, culturally responsive, and reflective of our students’ lived experiences. This includes ensuring that diverse voices and perspectives—particularly those of people of color—are meaningfully represented when we rethink and rewrite curriculum.

Thus far, we have addressed the many ways students are unique, including what motivates them to learn. Another key factor is how they prefer to learn. Developing awareness of learning styles helps teachers connect motivation to meaningful strategies that support student success.

4.4 Learning Differences and Instructional Variety

Students often describe themselves as learning best through listening, watching, discussing, or doing. These preferences can influence how comfortable they feel during certain activities. However, research in cognitive science suggests that learning is more complex than simply matching instruction to a preferred “style.” In fact, a growing body of research shows that the idea of fixed “learning styles” is a myth and that matching instruction to a preferred style does not improve learning outcomes. Learning depends less on how information is presented and more on how deeply students process, connect, and apply that information

While the intentions behind learning styles are positive, the implications can be limiting. Focusing on a specific “style” can unintentionally suggest that learners are passive recipients of information, dependent on the method of instruction. In reality, learning is an active process that requires effort, reflection, and engagement. It is not determined by how information is delivered, but by how learners make meaning of that information. Learning is complex, not easy, and it takes time.

What remains true is that students bring different strengths, experiences, cultural perspectives, and prior knowledge to the classroom. There is no one-size-fits-all approach to teaching. This is one of the great challenges teachers face, and one of the reasons why observation, flexibility, and strong relationships should be at the core of teaching.

Students certainly bring different strengths, preferences, and cultural perspectives to the classroom. While many people describe themselves as having a particular “learning style,” research in cognitive science suggests that learning is more complex than simply matching instruction to a preferred style. Learning depends not only on how information is presented, but on how deeply students process, practice, and connect that information to prior knowledge. Although no single framework captures all the ways people learn, several models have attempted to help educators think about learner variability and instructional variety. These models are best understood as tools for reflection rather than fixed categories.

One well-known framework is Howard Gardner’s Multiple Intelligences Theory, which suggests that people have different strengths, or combinations of strengths, in how they relate to the world. Gardner identifies eight areas of intelligence:

1. Verbal (prefers words)
2. Logical (prefers math and logical problem solving)
3. Visual (prefers images and spatial relationships)
4. Kinesthetic (prefers body movements and doing)
5. Rhythmic (prefers music, rhymes)
6. Interpersonal (prefers group work)
7. Intrapersonal (prefers introspection and independence)
8. Naturalist (prefers nature, natural categories)

Another approach to learning styles is called the VARK Approach, which focuses on learning through different senses (Visual, Aural, Reading/Writing, and Kinesthetic):

• Visual learners prefer images, charts, and the like.
• Aural learners learn better by listening.
• Reading/writing learners learn better through written language.
• Kinesthetic learners learn through doing, practicing, and acting.”

While these frameworks have been influential, it is important to remember that learners are not limited to one category. Effective teaching does not depend on labeling students, but on providing multiple ways to engage with content and demonstrate understanding.

A more current and equity-centered approach to learning is Dr. Gholdy Muhammad’s Equity Framework, which reimagines the standards we set for teaching and learning. Instead of focusing only on skill development, Muhammad calls for attention to:

1. Identity development
2. Skill development
3. Intellectual development
4. Criticality

This framework reminds us that learning is not only about how students receive information, but also about affirming who they are and preparing them to think critically about the world around them. Recognizing that students come from different cultural backgrounds and bring varied experiences to learning encourages teachers to use a range of instructional strategies. Observation and strong relationships remain essential, as they help you understand students’ readiness levels, interests, and prior knowledge. “Differentiated instruction” refers to teaching in ways that respond to these differences. According to Tomlinson (as cited by Ellis, Gable, Greg, & Rock, 2008, p. 32), differentiation means “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.” In practice, this means designing lessons that provide flexible pathways so students can connect with material, demonstrate their knowledge, and grow at an appropriate level of challenge. Frameworks such as Multiple Intelligences, VARK, and Muhammad’s Equity Framework all point toward a shared principle: effective teaching requires a flexible toolkit of strategies that affirm student identities, respond to learner variability, and create multiple pathways for success. At this point, we have considered students’ cultural experiences, learning differences, and motivation. Next, we turn to another key dimension of diversity: language. Many students arrive with multiple ways of communicating, which leads us into the topic of bilingualism and the historical context of language acquisition in U.S. schools.

4.5 Bilingualism – Emergent Bilinguals

Bilingualism is not a rare phenomenon; in fact, there are approximately 3.3 billion bilingual people worldwide, accounting for 43% of the global population (Pew Research Center, 2022).

Bilingual education is also not a recent invention. Contrary to common misconception, earlier waves of immigrants often enrolled their children in bilingual or non-English-language schools—both public and private. In 1839, Ohio became the first state to authorize German-English instruction at parents’ request. Louisiana followed with French-English in 1847, and the New Mexico Territory enacted Spanish-English provisions in 1850. By the late 19th century, multiple states had similar laws, and many communities offered bilingual instruction in languages such as Norwegian, Italian, Polish, Czech, and Cherokee.

At the turn of the 20th century, approximately 600,000 elementary students—about 4% of all American children—were receiving instruction in German, a percentage larger than enrollment in Spanish-English programs today.

However, political winds shifted during World War I. Concerns about loyalty led many states to pass English-only laws aimed at “Americanizing” immigrant communities. By the mid-1920s, bilingual schooling had largely been dismantled, and English-only instruction became the norm. Students learning English were often left to “sink or swim,” and many fell behind academically.

The Bilingual Education Act of 1968 marked a turning point. Passed during the civil rights era, it provided federal funding for programs that incorporated native-language instruction. Shortly thereafter, the Supreme Court ruled in Lau v. Nichols (1974) that schools must take “affirmative steps” to address language barriers. Congress reinforced this principle in the Equal Educational Opportunity Act of 1974, affirming that access to education must be equitable.

Importantly, federal law does not mandate a specific instructional method. Instead, schools must provide programs that are research-based, adequately resourced, and regularly evaluated to ensure effectiveness. The goal is not one particular model, but equal access to education for students learning English.

But what does it mean to be bilingual?

According to the Oxford Dictionary (2022), bilingualism refers to the ability of an individual or community to use two languages effectively. In the United States, the term English Language Learner (ELL) has traditionally been used to describe students developing proficiency in English. It remains the official designation for determining protected status under state and federal law.

However, the term ELL can unintentionally emphasize what students are still acquiring rather than what they already know. Increasingly, educators use the term emergent bilingual, which recognizes students’ existing language competencies and affirms bilingualism as an asset rather than a deficit. This shift reflects a broader understanding of students’ funds of knowledge and the value of linguistic diversity.

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As educators, it is our duty to ensure students acquire the content standards that have been written for all students, as well as the academic language proficiency within all content areas for emergent bilinguals, while we ensure their heritage and culture are celebrated in the class.

While motivation, learning differences, and bilingualism all shape how students engage with learning, another important factor is how students view their own ability to grow. Research shows that intellectual abilities are not fixed but can develop over time. In the next section, we will explore how growth-oriented and fixed mindsets influence learning and classroom success.

4.6 Growth Mindset or Fixed Mindset?

Students’ mindsets influence how they approach learning and how much they believe they are capable of growing. Psychologist Carol Dweck (2006, 2008) describes a growth mindset as the belief that intelligence and ability can be developed through effort, effective strategies, and persistence. When learners believe they can improve, they are more likely to embrace challenges, value effort, and see mistakes as part of the learning process. Effort becomes meaningful because it leads to increased competence and confidence. Students with a growth mindset are also more likely to ask for help when needed and respond constructively to feedback.

In contrast, individuals with a fixed mindset assume that intelligence is largely predetermined and cannot significantly change. They may believe that some people are naturally “smart” and others are not. As a result, effort can feel threatening rather than productive (“If I were really smart, I wouldn’t have to try”). Students with a fixed mindset may avoid challenges, give up more quickly, or hesitate to ask questions because they fear appearing incapable.

Although students bring their own beliefs about intelligence into the classroom, teachers’ beliefs and practices significantly influence how those beliefs develop. Teachers who embrace a growth mindset believe that intelligence and abilities can be cultivated through practice, reflection, and effective strategies (Dweck, 2006). They use assessment as a tool for growth rather than judgment. Assessment helps them identify what students understand and determine whether to move forward, reteach, or provide targeted support. For students, assessment becomes an opportunity to reflect on progress and recognize that learning involves revision and refinement. A teacher with a growth mindset might say, “We are going to practice over and over again. That’s how you get good. And you’re going to make mistakes—that’s how you learn” (Patrick, Anderman, Ryan, Edelin, & Midgley, 2001, p. 45).

In contrast, teachers operating from a more fixed perspective may emphasize performance and comparison. Statements such as, “This test will determine your math ability,” or highly competitive classroom structures can unintentionally reinforce the idea that ability is static. While competition may motivate some students, only a few can “win,” leaving many to conclude that success is out of reach. When the focus shifts to outperforming others, understanding and growth can become secondary.

Teachers who view assessment as a means of promoting learning—rather than ranking students or rewarding only high performance—are more likely to encourage students to identify gaps in understanding and take ownership of improvement.

Critical Lens – Growth Mindset  

The growth mindset encourages educators to praise students for their effort rather than their ability. However, Dr. J.Luke Wood critiques this approach, arguing that it is insufficient because it does not explicitly acknowledge that systemic racism and classism can limit opportunities for success, regardless of effort. He contends that the concept is incomplete and can be especially harmful to students of color, particularly boys.

As Wood explains in the article Prominent Scholar Calls Growth Mindset A “Cancerous” Idea, In Isolation: “If you are a person who has never been told that you have the ability to do the work, how will you be able to do so? … It’s important at some point to be able to hear, you know what? You have the ability to do this. I believe in your ability to do this.”

This perspective reminds us that affirming effort is important, but affirming ability and potential is equally essential—especially for students who have not consistently received those messages. Educators must both challenge students to grow and actively communicate belief in their strengths and capabilities.

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4.7 Childhood Trauma

Beliefs about learning, such as adopting a growth mindset, shape how students approach challenges. Yet even with supportive feedback and high expectations, some students face barriers that extend beyond mindset. Stress and trauma can profoundly affect the brain, emotions, and behavior, changing how students engage with school. Before we explore childhood trauma more fully, let’s look at how the brain processes stress.

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As we watch in the video, let’s reflect on how the brain responds to trauma. In simple terms, trauma shifts how the brain functions. Under high stress, the prefrontal cortex—responsible for planning, focus, and decision-making—can “shut down,” while the amygdala activates a fight, flight, or freeze response. This helps explain why students who have experienced trauma may struggle with regulation, problem-solving, and learning in the classroom.

What is Trauma?

According to the Child Welfare Information Gateway (2014), trauma is “an emotional response to an intense event that threatens or causes harm… physical or emotional, real or perceived” (p. 2). Trauma may result from a single incident or repeated experiences over time. Events such as abuse, neglect, poverty, separation from loved ones, bullying, violence, natural disasters, or instability caused by addiction or mental illness can all be traumatic. A traumatic experience is very often overwhelming to the individual, extremely painful or frightening, and includes a loss of control and the inability to regulate one’s emotions. It is vital to remember that a traumatic experience overwhelms one’s ability to cope and that this can be different for each person. What overwhelms one child may not affect another in the same way; resilience and support systems matter.

How Trauma Affects the Brain

There is no shortage of information regarding how trauma affects brain development, but in a nutshell, “when a stressful experience (such as being abused, neglected, or bullied) overwhelms the child’s natural ability to cope” this can cause a “fight, flight or freeze” response. This response results in changes in the body, including an accelerated heart rate and higher blood pressure. This also results in changes in how the brain “perceives and responds to the world”. The result of this can be that the “trauma interferes with normal development and can have long lasting effects” (above information from Child Welfare Information Gateway, 2014, p. 2).

How Trauma Affects Learning and Classroom Environment

There are many different types of trauma.  It is estimated that by the age of 16, approximately 2 out of every 3 children will experience a traumatic event, according to the Substance Abuse and Mental Health Services Administration.  At least 1 in 7 children experienced child abuse or neglect, and these statistics are underreported, so this figure is likely to be higher.  As a result, students who enter the classroom may have feelings of anxiety and may be triggered to get into fight or flight mode.

A variety of learning related tasks are affected by trauma. Students who have experienced trauma may have difficulty regulating emotions. They may have impaired cognitive functions. The ability to organize material sequentially may be difficult. Transitions may be problematic. Problem solving might be hard. They may be self-protective, easily frustrated, and have inconsistent moods. This is just a brief non-inclusive list of some of the ways in which your classroom could be impacted by students with a background of child trauma.

Trauma Informed Practice-Trauma Informed Care

Educators can begin to understand how to address issues of trauma when interacting with students. The first step is to build and foster a strong relationship with students.  Developing a caring atmosphere allows students to feel safe.  When you notice changes in student behavior, you can begin to assess the situation and employ strategies to help students. While this list is not meant to be exhaustive, here are some factors educators can look for.

There are many different signs of trauma in students:

• Overreactions to everyday challenges
• Negative outbursts or aggression
• Frequent stomach aches or headaches
• Appearing very sad
• Inappropriate social interactions
• Trouble with executive functions like focus, organization, and self-regulation
• Falling behind with classwork

Trauma Informed Care is a term used with patients in a clinical setting which includes the desire to

have a complete understanding of a patient’s situation and life history.  While the classroom is not a clinical setting, having an awareness of the characteristics, behaviors, and family life of a student can greatly help to inform educator decision making in the classroom.

Some students can exhibit difficult behaviors because of their backgrounds while some will not. Common signs of trauma include aggression, sadness, physical complaints, trouble focusing, or falling behind academically. Importantly, these behaviors are not willful defiance but survival responses. Asking “What has this student been through?” rather than “What’s wrong with this student?” shifts teachers toward empathy and effective support (Bashant, 2016).

There are numerous videos, books, and articles regarding trauma informed best practices. At the end of this chapter, there is a link to the National Child Traumatic Stress Networks Child Trauma Toolkit for Educators. This free and easy to download resource has numerous tips and suggestions for teachers.

Although trauma-informed care continues to be promoted in some schools, educators must think carefully about the communities they serve when implementing these practices in schools.

For example, using aspects of trauma-informed care, educators must attend to the values of Native American students and integrate the “cultural traditions of valuing reciprocal relationships with all living things” into their practice.  Teachers must develop an understanding of the experiences of Native students in school and how families approach the tradition of schooling in America.  Instead of focusing on the traumatic experiences of communities, continue to view the assets students bring with them into the classroom. The following video gives an overview of mindset/asset framing and motivation. It also integrates structural realities of how schools cause trauma and undermine motivation.

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In addition to implementing elements of trauma-informed practice into teaching, educators must also recognize and reflect upon their own cultural and racial biases when interacting with marginalized students.  For example, when we conceptualize the idea of trauma, we sometimes do not consider the ways in which the historical and socioeconomic disparities have impacted specific groups of students for generations.  For example, Native American students may have experienced school settings which have forced them into schools where they had to assimilate into federally mandated boarding schools.  For many Native American students, attending a school where they had to be isolated from their families is, in fact, a traumatic event.  The effects of these historical events continue to impact Native American communities.  According to the Suicide Abuse and Mental Health Services Administration, the rate of suicide is nearly four times higher for Native Americans between the ages of 15-24 than that of their white counterparts.

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Relationship Building

Over the course of your journey to becoming a teacher, you will learn the profound value of building positive relationships with your students. It may seem like a “no-brainer,” but its importance cannot be overstated. According to the Room 241 Team (Concordia University Portland, 2018), “for children who have been affected by trauma, strong connections are vital. Rich relationships with teachers help children form the foundations of resilience” (para. 3). Venet (2018) echoed this idea, emphasizing that for trauma-affected students, the traditional classroom paradigm must be flipped: “Relationships have to come before content” (para. 6). The more you know and understand your students, the better equipped they will be to meet the challenges of learning.

Equally important is the practice of listening. Many students feel unheard at home, where distractions are constant. Making the effort to listen attentively helps students feel valued and can make a profound difference in their sense of belonging.

If building relationships, offering support, and creating safe environments are essential to working with students, then it is also important to recognize what does not work. Unfortunately, punishment is often the first response to challenging behavior, yet research shows that it is not only ineffective but also harmful. According to NEA Today (2016), traumatic experiences directly shape students’ brains. Disruptive behavior that is often punished is not willful defiance but a subconscious attempt to self-protect. Students may be acting out because their brains are signaling: Flight! Flee! Freeze!Their goal is safety. Teachers should respond first by helping students feel connected and secure, and only then revisit consequences for broken rules.

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Conclusion

Every year, teachers meet new groups of students, and each class is a unique mix of individuals. Students will vary by culture, language, learning approaches, motivation, and life experiences. Some will carry the weight of trauma, while others may not. Their social–emotional maturity will also differ.

One thing, however, remains constant: students thrive in classrooms where mutual respect is fostered. Strong teacher–student relationships form the cornerstone of these environments. As an educator, your growing knowledge of yourself, child development, and differentiated instruction will deepen your ability to understand and respond to students’ needs.

Caring about students and investing in relationships is at the heart of good teaching. When you bring that care into your classroom, you help create an environment where every student feels seen, safe, and valued. With trust and respect as the foundation, your students will be ready to take risks, grow, and learn alongside you.

References

Alsubaie, M. A. (2015). Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10), 86–89.

Bashant, J. (2016). Trauma sensitive schools: Understanding and working with traumatized students [PowerPoint slides]. Capital Area School Development Association.

Center for Applied Linguistics (2018). What is the SIOP model? Retrieved from https://www.cal.org/ndlf/about/

Center for Health Care Strategies. (2021). What is trauma-informed care? Trauma-Informed Care Implementation Resource Center. Trauma-Informed Care Implementation Resource Center.

Center for Teaching and Learning, University of North Carolina, Chapek Hill (n.d.). Diversity issues for the instructor: Identifying your own attitudes. Retrieved from Center for Teaching and Learning

Child Welfare Information Gateway (2014). Factsheet for Families: Parenting a child who has experienced trauma. Child Welfare Information Gateway | Child Welfare Information Gateway

COE – English Learners in Public Schools. (n.d.). English learners in public schools.). COE – English Learners in Public Schools

Collaborative for Academic, Social, and Emotional Learning. (2019). What is SEL? What is SEL?

Committee for Children (n.d.) What is Social-Emotional Learning? Committee for Children/

Concordia University Portland. (2018). Trauma-informed strategies to use in your classroom. Concordia University Portland Blog. Concordia University Portland Blog

Connell, G. (2016, August 26). 10 ways to build relationships with students this year [Blog post]. http://www.scholastic.com/teachers/blog-posts/genia-connell/10

Cox, J. (n.d.). Teaching strategies to approach different learning styles. TeachHub.Retrieved fromTeaching strategies to approach diferent learning styles.teachhub.com/teaching

EdSurge. (2021, October 8). Why our trauma-informed teaching must be more culturally responsive. Ed Surge News

Glavin, C. (2018, September 26). Motivations, theories and research for educational psychology.  K12 Academics

Hammond, Z. L. (2014). Culturally responsive teaching and the brain. SAGE Publications.

Hilton, A. A. (2017, November 12). Prominent scholar calls growth mindset a “cancerous” idea. HuffPost. Prominent Scholar Calls Growth Mindset A “Cancerous” Idea, In Isolation | HuffPost Contributor

K12 Academics. (n.d.). Motivations. Motivations, Theories and Research for Educational Psychology | K12 Academics

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“Motivation” by Open Stax College is licensed under CC BY 4.0

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Images

4.1 – “Prismatic Holding Hands” by Sun of Japan is in the Public Domain

4.2 – “Multiculturalism Celebration Poster: Unity in Diversity” generated using Easy-Peasy.AI (Model: Nano Banana 2), available at Easy-Peasy.AI. Free to use with attribution and backlink.

4.3 – “National School Walkout against gun violence” by Wikimedia Commons is licensed under CC BY 4.0

4.4 – “Stevens Elementary School during COVID epidemic” by Wikimedia Commons is licensed under CC BY 4.0

Videos

4.1 – Teachings in Education. (2016). ELL vs ESL, LEP, Bilingual: The Difference. Youtube is licensed under CC BY 4.0

4.2 – “Hip hop, grit, and academic success: Bettina Love at TEDxUGA” by Bettina Love, TedxUGA is licensed under CC BY 4.0

4.3 – Center on the Developing Child at Harvard University. (2015, May 27). Toxic stress derails healthy development [Video]. Youtube website

4.4 – “What is Trauma-Informed Care?” by Center for Health Care Strategies is licensed under CC BY 4.0

4.5 – “Voices from the Field: Asset Framing in Practice” by MIT Teaching Systems Lab is licensed under CC BY 4.0

4.6 – “Don’t Quit on Me: Mini Documentary” by America’s Promise Alliance is licensed under CC BY 4.0

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