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