Culturally and Trauma-Responsive Teaching Strategies

Culturally responsive teaching (CRT) and trauma-informed practice (TIP) are important interrelated approaches to support K–12 students, especially from historically marginalized populations who may experience higher rates of trauma.

Trauma-informed practices (TIPs) are designed to recognize and respond to the impact of trauma on student learning and behavior, such as creating communities of support. This approach emphasizes creating a safe and supportive environment that promotes trust, empowerment and sustainability.

By integrating CRT with TIP, educators not only validate students’ lived experiences, but also provide pathways to healing and academic success, recognizing that meeting both cultural and emotional needs is critical to an equitable education.

Creating environments for culturally responsive learning and trauma-informed care in K-12 schools is based on three critical elements: recognizing and validating students’ cultural backgrounds, integrating diverse perspectives into everyday classroom learning, and fostering a sense of belonging. To do this, try the following.

1. Create safe spaces. Use seating arrangements that promote inclusivity (for example, arrange desks or tables in a circle or U shape so students can see each other, which promotes open communication and a sense of community. Alternatively, arrange desks or tables in small groups of four to six to enable collaboration. Consider providing access to flexible seating options such as floor cushions, standing desks, or soft chairs.

Set standards for respect and active listening. For example, practice listen without interrupting– allow the speaker to fully express his thoughts before answering; use reflective clarification (paraphrase or ask follow-up questions to ensure understanding and show that you value what the speaker is saying, e.g., “So, what I hear you saying is…”).

Create a set of common phrases, visual cues, or reminders that reflect class values ​​and conventions while respecting students’ cultural and linguistic backgrounds (eg, “Respect each other’s ideas”), and create a poster in multiple languages ​​for the class. You can also include language frames such as “I hear your point, and I would like to add…” to model respectful conversation, encouraging students to use similar phrases in discussions.

2. Get to know your students and teach them to recognize each other. Implement regular check-ins to understand students’ backgrounds and interests. Using an informal method such as exit tickets or a weekly reflection journal, begin each week with a survey or quick one-on-one conversation to learn about students’ current interests, current challenges, and any experiences they want to share.

Encourage connections with peers and create opportunities to build trust and celebrate class experiences—for example, organize a “Cultural Exchange Day,” where students share something important from their heritage or personal lives, or organize a “Community Circle.” where students take turns talking about their experiences or feelings in a safe and supportive environment.

Encourage collaborative learning and group projects that reflect diverse perspectives. Create a buddy system so students can support each other emotionally and academically.

3. Integrate prior knowledge and a variety of learning materials into the conversation and its content. Create opportunities for student conversations that promote student stories and knowledge—for example, think-pair-share: Give students a question or topic related to the lesson. First, they individually consider their answer based on their personal experience and knowledge. They then pair up with a classmate to discuss their thoughts. Finally, they share their ideas with the whole class. Modify it to suit the age/learning level of your students.

Introduce a “cultural exchange” segment—hire a translator if necessary and invite students to share aspects of their backgrounds, such as traditions, languages, or family stories, depending on their comfort level for a designated time each week or month. They may use a variety of formats—a short presentation, a visual project, or a narrative—depending on their comfort level.

While you do not need to know the details of a person’s trauma to be able to support them emotionally, it is critical that when working with diverse groups of students you recognize that many of them and their families have been deeply affected by trauma. Maintaining trauma-informed language and behavior requires teachers to:

Collaborate with students to build community and ensure you are prepared to provide responsive classroom management.

Set clear expectations and routines to reduce anxiety, and use positive reinforcement and restorative techniques instead of punitive measures. Create a system of “positive behavior tickets” to recognize and reward students for desired behavior that they can trade for small privileges, and/or host a restorative circle where students discuss the impact of the behavior and work together to find ways to eliminate the harm. It promotes empathy, responsibility and relationship building.

Create quiet areas in the classroom where students can go if they feel overwhelmed.

Have flexibility in selecting and presenting tasks or demonstrating task skills. For example, students can demonstrate their understanding by creating a video presentation, writing a traditional essay, developing a visual timeline, or developing a podcast episode. This flexibility allows students to play to their strengths and interests.

Take the time to recognize and understand the injury and its potential causes.

• Learn how to recognize signs of trauma in students and understand potential causes.
• Send an inquiry email to school leadership, guidance counselors, social workers, the special education department, and other school partners to learn how to implement de-escalation and support strategies.

Promote understanding and use of emotional regulation skills.

• Teach students strategies for managing their emotions, such as deep breathing exercises, mindfulness exercises, and reflective journaling.
• Take short breaks during lessons to allow students to practice these techniques.

Use trauma-informed language—positive, supportive language—and avoid triggering or stigmatizing terms. This takes time, and you can often follow your students’ lead. Use nonjudgmental, affirming, and empathetic language, while being careful to avoid terms that may cause students to feel shame, fear, or feelings of inferiority. Avoid discussing who is “problem-making” or who is the “problem student.” Consider an affirmative statement like, “I’ve noticed that you’re having trouble concentrating right now; let’s work together to find a solution” or “You seem upset – how can I help?”

Organize discussions around growth and sustainability, and a belief in the value of students. For example, if there is a discussion about problems, you can share a personal example and note: “Everyone faces failures, but what matters is how we grow from them. I believe that each of you has the strength to overcome adversity, and your unique experiences help make our class stronger.”

Another key part of the work is partnering with families and community organizations to better understand backgrounds and communication styles. Ideas include hosting events to celebrate cultural diversity and involving the community in curriculum decisions. Partner with local cultural organizations and families to co-host a “Community Culture Night,” during which families and community leaders are invited to share their traditions, food, music, and stories. Leading up to the event, teachers could conduct focus groups with families to learn about preferred communication styles and involve them in planning.

To create a school community rooted in culturally responsive teaching and trauma-informed practices, it is first necessary to create a culture and climate that reflects how important they are to true school improvement. Consistent and sustained messaging and reflective practice around one’s own mental health, biases and life experiences are critical to learning and collaborating with diverse groups of students.

One step at a time, one story at a time, engaging in this work is as rewarding as it is challenging, but your teaching and your relationships with students and families will thank you for it.