Trauma-informed practices in a laboratory middle school

Abstract

This article explores how a laboratory middle school (LMS) serving students from low-performing elementary schools and students with academic or social-emotional challenges is developing as a trauma-responsive school. The authors explore the literature, school/community context, student cases, and the ways in which classroom and school-wide practices are trauma-informed. Trauma-informed practices focus on individual students as well as whole classroom and school-wide initiatives, potentially benefiting all, not only those students experiencing trauma. At LMS, a community of care system, evaluation committee, tribe and village meetings, the democratic classroom approach, project-based learning, as well as focused enrichment and remediation are all initiatives that have demonstrated some success. Documentation of such successes merits exploration in other middle schools. The LMS team seeks to understand and implement highest leverage practice as students are challenged academically, their socioemotional needs are supported, and resiliency is built not only in the classroom but also in the lives of the young adolescents themselves.

Utilizing KAP in Schools: An Evaluation of Educators’ and Staff Knowledge, Attitudes, and Practices Related to Trauma

“…Second, the utilization of trauma-informed practices can help ameliorate the negative impacts of trauma in the educational setting (Von Dohlen et al, 2019 ). Not only are trauma-informed practices beneficial at the individual level, school-wide trauma-informed approaches positively shift the school climate and culture to help students feel safe and supported.…”

“…Traumainformed practices help students feel psychologically, physically, and emotionally safe through relationship-building and connection, creating a sense of safety within classrooms, establishing predictability and routine, and having clear rules and consequences (Cole et al, 2005). Further, educators engage in practices that are supportive of individuals with trauma histories, such as being attentive to students and their needs, understanding students' nonverbal cues and body language, maintaining a sense of calm during interactions with students, providing a supportive and structured classroom environment, and being able to de-escalate emotionally intense situations while simultaneously maintaining control of their own emotions (Von Dohlen et al, 2019;Walkley & Cox, 2013). Within educational systems, multitiered systems of support (MTSS) and school-wide positive behavior interventions and supports (SWPBIS) have been found to be successful frameworks for implementing traumainformed practices (Cavanaugh, 2016).…”

“…Additionally, educators familiar with trauma-informed care are less likely to succumb to compassion fatigue and burnout and have more positive attitudes toward their work (Christian-Brandt et al, 2020). Second, the utilization of trauma-informed practices can help ameliorate the negative impacts of trauma in the educational setting (Von Dohlen et al, 2019). Not only are traumainformed practices beneficial at the individual level, schoolwide trauma-informed approaches positively shift the school climate and culture to help students feel safe and supported.…”

Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology

“…Maksum et al (2022) explain that critical thinking is needed in creative investigations, which relate to the concepts being investigated to find solutions using critical and creative and innovative thinking stages in completing assignments. Furthermore, the use of learning models that are integrated through laboratories that are utilized to the fullest can affect the development of knowledge, scientific intelligence skills and students' critical thinking, which are necessary to understand the concepts being studied (Fini et al, 2018;Li et al, 2020;Von Dohlen et al, 2019). Permana et al (2019) also reveal that students' critical thinking skills have a close relationship with students' understanding of concepts.…”

“…The implementation of learning with a laboratory approach allows students to apply the skills of researching, analyzing, making, and presenting (Dzikro & Dwiningsih, 2021;Fini et al, 2018;Li et al, 2020). The application of PjBL using a laboratory approach can produce real products independently or in groups, according to students' skills (Eliyarti & Rahayu, 2021;Fini et al, 2018;Li et al, 2020;Raycheva et al, 2017;Von Dohlen et al, 2019). In addition, mastery of various laboratory equipment is very helpful for students in forming attitudes and intelligence skills or psychomotor and thinking intelligence (Eliyarti et al, 2020).…”