Stephen Thompson, MA, CCWS, CHRS, EdD(c)
Director of Global Programs & Impact
Purpose of this Resource
This brief guide is designed for educators who are working with students affected by disasters such as wildfires, displacement, or sudden loss. It offers practical ways to recognize signs of trauma in the classroom and build a supportive, stable learning environment where all students feel safe, seen, and valued.
Why Trauma-Informed Classrooms Matter
When students experience a disaster like a wildfire, they may lose their homes, routines, pets, or even loved ones. These events disrupt their sense of safety and stability, and the effects often show up at school. Sometimes the signs are easy to spot. Other times, they are hidden behind behaviors or withdrawal.
A trauma-informed classroom recognizes that a student’s behavior is often a reflection of what they have lived through, not a sign of defiance or lack of motivation. Educators play a powerful role in helping students feel safe enough to learn again.
Signs of Trauma You May Notice in Students
Behavioral
- Withdrawal or social isolation
- Angry outbursts or acting out
- Clinginess with teachers or peers
- Trouble following directions or staying on task
- Frequent absences or tardiness
Emotional
- Anxiety or fearfulness, especially during transitions
- Heightened sensitivity to noise, criticism, or change
- Numbness or lack of interest in activities they used to enjoy
Physical
- Headaches, stomachaches, or fatigue
- Restlessness or fidgeting
- Noticeable changes in hygiene or appearance
Academic
- Difficulty concentrating or remembering instructions
- Decline in performance or engagement
- Incomplete assignments without explanation
Practical Ways to Support Students in the Classroom
- Create Predictable Routines
- Start and end the day the same way when possible
- Use visual schedules or posted agendas
- Give students advance notice of any changes
Why this helps: Predictability rebuilds a sense of safety and trust in the environment.
- Offer Flexible Expectations
- Allow extra time for assignments when needed
- Provide choices for how students complete tasks
- Normalize that some days may be harder than others
Why this helps: Flexibility reduces shame and allows students to stay engaged at their own pace.
- Use Regulating Tools and Calm Spaces
- Keep fidget tools, coloring pages, or calm-down cards available
- Designate a quiet corner or take-a-break space in your classroom
- Offer breathing exercises or mindfulness practices
Why this helps: Self-regulation tools help students manage overwhelming feelings without punishment.
- Build Connection Before Correction
- Greet students by name and with warmth
- Ask open-ended check-in questions like “How’s your morning going?”
- Address behavioral issues privately and with empathy
Why this helps: Connection lays the foundation for trust and cooperation.
- Integrate Trauma-Informed Language
Try using phrases like:
- “It looks like something’s bothering you. Do you want to talk or take a break?”
- “You are safe here. Let’s figure this out together.”
- “That’s a big feeling. I’m here with you.”
Why this helps: Supportive language de-escalates stress responses and communicates care.
- Encourage Creative Expression
- Use art, journaling, music, or storytelling in your lessons
- Let students share their experiences through metaphors or fictional characters
Why this helps: Creative activities help children process emotions without needing to explain everything directly.
- Partner with Caregivers and Support Staff
- Check in with counselors, social workers, or school psychologists
- Communicate gently with families and avoid assumptions
- Offer referrals to additional support when needed
Why this helps: A coordinated support network increases safety and consistency for the student.
Simple Things You Can Do Right Now
- Start tomorrow’s class with a grounding activity, like deep breathing or naming one thing students are grateful for
- Identify a space in your room that can serve as a calm-down area
- Choose one trauma-informed phrase to practice using with your class this week
- Check in with one student you’ve noticed has been more withdrawn or reactive
Final Thoughts
You do not need to be a mental health expert to create a healing environment. Your presence, consistency, and care matter more than you know. When you build a classroom where students feel safe, respected, and supported, you help them recover not just academically but emotionally too.
Small changes make a big difference. One safe adult can change the trajectory of a child’s healing. That adult could be you.