Trauma-Informed Teaching/Advising
Task | Educators/Advisors Response |
Unmotivated student (slacker), VS. Struggling student | Be aware of any sudden changes in academic performance, class participation, attendance, difficulty concentration, and social interaction; educators/advisors can intervene prior to academic probation or withdrawal; students may benefit from accommodations and/or counseling |
Empower Students | Offer choices for participation and encouraging there sense of agency, educators help students feel some control over their lives |
Check in with students | There is power in asking students “What is Going on.” This simple question can open up a dialogue and provide information educators need to better understand and meet student’s needs. |
Prepare for significant anniversaries | If a student shares a date of a particularly difficult time, recommend that the student schedules with the counseling center for support; and check-in with the student to see if they followed through |
Be aware of family structures | Understand that students have different family settings, and they should consider changing their language accordingly (caregivers, partner, pronouns, siblings) |
Express unconditional regard | Be a consistently caring adult and use opportunities to build trust and form relationships. “I’m sorry that you feel that way. I care about you and hope you will get your work done.” |
Maintain high expectations | Enforce limits consistently with students. Students benefit greatly from purposeful rules that assure their safety and well-being. Routines and expectations will send the message that the student is worthy of continued unconditional positive regard |
Check assumptions, observe, and question | Educators ask questions instead of making assumptions and also make observations to students about a change in behavior, work performance, attendance, etc. Also prepared to fully engage in listening to the responses. |
Help students to build healthy relationships | Promptly schedule meetings with students to address concerns |
Be trustworthy and reliable | Share concerns in a supportive, nonthreatening, nonjudgmental manner, yet be specific about the behaviors or comments; acknowledge that the issue is real for the student |
Maintain appropriate boundaries | This is important is boundaries contributes to a sense of safety |
Challenging behaviors and thought processes | Realize and accept that difficult behaviors have probably served students well and may be hard to give up |
Counseling Center | Provide information about the CSU counseling center; escort students to counseling center for support, normalize counseling; discuss confidentiality |