Trauma-Informed
Practice

Many learners in LINC programs have experienced trauma, which can have a lasting impact on them and their learning. In teaching, trauma-informed (or trauma-aware) practice recognizes the possible impact of trauma and seeks to create safer learning environments for all learners.

Traumatic events have been defined as events that overwhelm an individual’s ordinary systems of care and ability 
to cope, “They confront human beings with the extremities of helplessness and terror and evoke the responses of catastrophe.” (Herman, 1992). Any event that overwhelms an individual’s ability to cope can be traumatic and can include experiencing the following:

• physical, emotional and sexual violence
• loss of people, homes and communities
• natural disasters
• extreme danger or fear
• incarceration, internment or torture
• witnessing any of these acts
• being forced to participate in any of these acts

Traumatic events can be acute or chronic and repeated, or both. Any learner may have experienced trauma, but refugee learners are at particularly high risk. Classes with a high number of EAL literacy learners also often include many learners who have experienced trauma.

Trauma can have an ongoing impact on an individual and on their ability to learn. Impacts can include:

• difficulties with memory or concentration
• nightmares or insomnia
• avoidance behaviour
• irritability
• exaggerated startle responses
• intrusive thoughts or memories
• flashbacks
• pervasive fear or anxiety
• depression
• headaches or stomach aches
• displaying survival behaviour that is no longer appropriate in the current context

Trauma affects individuals differently. For example, in LINC courses, some learners may be particularly quiet, frequently late or absent, prone to outbursts or confrontations, or reluctant to take risks. Some learners may be so used to having their nervous systems on high alert that they intentionally engage in risky behaviours or seek out images of the things that traumatized them, while other learners may avoid anything that reminds them of their trauma.

Trauma-informed practice involves being aware that any learner may have experienced trauma and applying strategies for creating safer learning spaces. It does not involve trauma treatment or counselling. Strategies for trauma-informed practice include:

• being aware of and avoiding predictable triggers for trauma
• creating routine
• building community and connections
• giving choices for working, including where to sit, whether to work with others, and who to work with
• giving choices for learning, including topics
• respecting a learner’s right to be silent and choose how and what to share
• recognizing behaviour that may be caused by trauma
• recognizing environmental triggers for trauma, such as windowless rooms, abrupt changes, sirens or alarms, evacuations or lockdown drills
• providing learners with advanced warning of change or events such as fire drills or lockdown drills
• learning calming strategies such as naming any disruptive sound:
  • “That is a fire truck. They are going to help someone. I know it is loud and can feel scary. We are safe here in our classroom.”
  • “That is the sound of the class next door. I think they’re walking to the library. I can hear their winter boots in the hallway.”

Build a classroom environment based on dignity, humanity and respect. You do not need to know which learners have experienced trauma in order to use trauma-informed practice, and you should never require learners to share their stories.

As a result of working with individuals who have experienced trauma, you may be at risk of vicarious trauma, secondary traumatic stress or compassion fatigue. Be aware of the signs, engage in high levels of self-care and be ready to ask for help or support if needed.