In education, we talk a lot about being trauma informed. It is the new thing. Look how woke we are because we are finally acknowledging that factors beyond student control impact the ways that they learn and interact in schools. For good teachers, we took those things into consideration long before the term "trauma informed" was ever introduced. Yet, there has rarely been any consideration of the trauma that educational institutions cause for students, parents, and staff on a daily basis. I would say that educational trauma requires as much if not more of our attention because we as educators can control these factors.
We cannot control what happens or has happened to students outside of our walls. We as educators only have control of our own spaces and we must consider what we are doing with that control. Students, parents, and staff are being harmed by our choices on a daily basis, leading them to hate school and the field of education. Traumatized students become traumatized parents and schools wonder why parent involvement is such a challenge. Those adults remember what they had to endure in those spaces and avoidance becomes their defense mechanism of choice.
We all can think back to a teacher or administrator that made the very act of being in school miserable. Everyday was an uphill battle and you were just ready for it to be over. Over the years there may have been new situations that triggered old memories and you were right back in that place again. I recently shared an event that occurred nearly ten years ago in my first teaching position that brought tears to my eyes all these years later. That is the impact of trauma and until we deal with the fact that educational trauma is impacting what is happening in our classrooms, hallways, and faculty meetings, little progress can be made.
Institutionalized systems of oppression are to blame for these continuous cycles. Educator mindsets lend themselves to "education as usual" amounting to exclusive, unwelcoming spaces. These spaces lack the transformative elements needed to embark on innovative, equitable, diversity-driven learning environments. Not having the time to consider things like curriculum and structure means that with all the surface changes, nothing actually changes. We must do better. If we as educators honestly believe that we structure minds and change lives, why are we not taking this charge more seriously? Why is it so hard to believe that at times, we are negatively impacting those we encounter?
Educational trauma is real and it is felt at ever level. Phenomenal educators leave classrooms and the field of education every day because they can no longer endure the abuse. They are tired of the long days and sleepless nights without feeling valued or supported. They are tired of fighting for what is best for students against the giant of educational politics. They are drained, emotionally neglected, and made to feel guilty if they have audacity to take time to care for themselves. They spend too long in toxic, abusive educational spaces because they love their students but leave each day with nothing left for themselves or their families. I have been there, this is what trauma looks like.
Students enter spaces where they are asked to suppress their personalities and unique learning styles to succeed in cookie-cutter learning environments. Their diversity is never celebrated and they are constantly being reprimanded for simply being themselves. Now, don't get me wrong, all students need structure but learning environments should be student-centered and their diversity should be celebrated. Yet, in many circumstances this is not the case. I have seen educators talk down to students, belittling and embarrassing them. There are educators that play favorites and abuse their power, leaving students to feel frustrated and ashamed of who they are. I have walked into spaces where students of color where ignored and excluded. I have seen disagreements escalate and educators make thoughtless choices about how to respond. I have listened to students talk about teachers that they felt did not like them and the frustration of entering classrooms where they felt like they did not belong. This is what educational trauma looks like and it is something that students find it hard to forget.
The result of this trauma is not surprising. Traumatized students and educators alike, run for the nearest exit, just to make it stop. In the midst of this era of educational reform, some positive and some negative, it is necessary that we consider that institutional structures play a huge role in educational trauma. Education must be intentional in order to make the changes necessary to alleviate the burden of educational trauma and eventually eliminate it all together. We can create healthy, nurturing, and transformative spaces for all staff and students but it requires effort. Educational trauma is real and it won't end until we acknowledge that it exists and take steps to eradicate it.
Diverse Perspectives
@2021
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