By Kelly Samuelson, Folsom Cordova Unified School District

The increasing prevalence of student trauma—amplified by the pandemic, social challenges, and mental health crises—makes trauma-informed teaching essential. 

According to the Substance Abuse and Mental Health Services Administration, a trauma-informed practitioner should realize the impact of trauma, as well as paths for recovery; recognize behaviors associated with living through trauma; integrate healing-centered practices and policies into their work; and work to avoid practices with a potential for re-traumatization. Trauma impacts behavior, collaboration, and learning and requires educators to create healing-centered spaces that foster resilience. As science educators, we have the opportunity to address trauma with simple, but crucial, shifts in our classroom practices.

A critical first step is adopting a "warm demander" mindset. Students affected by trauma may test boundaries or struggle with trust. By combining care and high expectations, educators show students they are capable and supported. This approach requires offering unconditional positive regard while maintaining academic rigor, which positions teachers as trustworthy allies.

Building a sense of belonging is another cornerstone of trauma-informed teaching. Prioritizing safety, transparency, and collaboration helps create inclusive spaces. Involve students in setting norms, creating and choosing lab roles, and defining success criteria for assignments and projects. Collaborative processes like these foster ownership and increase feelings of connection in students. Science lessons naturally lend themselves to collaboration between students but can be taken a step further to create teacher-student collaborative spaces. 

Culturally responsive teaching also plays a vital role in healing-centered classrooms. Giving students voice and choice in their learning builds agency and engagement. For example, students can explore scientific phenomena or environmental issues affecting their communities, examine diverse cultural perspectives, and propose meaningful solutions to those issues.

These shifts—emphasizing mindset, belonging, and cultural responsiveness—align seamlessly with educational standards like NGSS. With thoughtful adjustments, educators can create classrooms where students not only learn, but also build resilience, which equips them with skills to thrive in the face of challenges.

About the Author
Kelly Samuelson is a passionate educator and leader with extensive experience in science education and professional development. As the Lead Teacher for Science at Folsom Cordova Unified School District, Kelly supports K-12 teachers by guiding curriculum development, facilitating professional learning communities (PLCs), and aligning instruction to NGSS standards. Kelly holds a Master’s in Educational Leadership, is a National Board-Certified Teacher in Science, and has certifications in Trauma-Informed Practices and the Science of Reading. Her teaching background spans high school and middle school science. Kelly's dedication to fostering culturally responsive and trauma-informed practices reflects her commitment to creating inclusive, high-impact learning environments for all students.

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