Education Week - September 18, 2019 - 13

pacted-strongly impacted-their ability to learn.
We need to address those issues before we try to
get into crazy amounts of math," Lyon said. "I was
trying to do [social-emotional learning] one day,
math the next day, and I found that it really just
wasn't a good practice for my mental health. You'll
have all this great momentum on an SEL [skill]
and they're like, oh, just kidding. ... Regaining
that momentum on the next day we did [socialemotional learning] was like pulling teeth. ... That
just became daunting."
Now Lyon teaches social skills for the first half of
each class and math for the second, and makes sure
her students know what to expect every day. And
she said the skills that she teaches students to feel
calm and focus have helped her as well.
For example, she noticed her 7th graders often
entered the classroom rowdy or angry, and began
to do a guided meditation at the start of class to help
them be "present, aware, and nonjudgemental"
and to think through the work they would be doing.
She found fewer disruptions and outbursts, but also
noted that she practiced mindfulness as she taught.
"It turns out it helped me a lot. So practicing mindfulness has been just as beneficial in my life as a
teacher, as it has been for any student that I have,"
she said.

Difficult Histories
It's important for administrators to understand
that helping students can trigger some teachers to
recall traumatic events in their own lives.

Lisa Dolan, who leads Spotsylvania's districtwide
trauma-sensitive schooling initiative, recalled that
during professional development in one school,
she realized that 75 percent of the students had
experienced at least four traumatic events, such
as domestic abuse or living with an adult abusing
drugs-and 25 percent of the teachers had experienced the same.
"Of course they were stressed," she said.
"It creates special circumstances to try to do
trauma-informed care. We had been planning to
move forward with training, but had to halt that because it could retraumatize [the teachers]," Dolan
said. "We had to take a step back and do more selfcare and morale-boosting for teachers."
In Lincoln Middle School, Principal Michael
Sperry does regular emotional "temperature
checks" with his staff. If someone is "getting in a
bad way," he might take their class for a few hours
or arrange a substitute for a few days. Sperry recalled that his own superintendent noticed when
he was beginning to show signs of emotional exhaustion and helped him get support to recharge.
He also regularly gathers teachers to go over the
progress students are making and sends teachers to
present at conferences, to give them time to focus
on the benefits and growth they are seeing.
"You have to be extremely patient with both
teachers and yourself," Sperry said.
Lyon said Sperry usually notices when she is
feeling stressed and helps her get space to regroup.
She and other teachers who work with students
with a history of trauma meet to help each other

plan instructional strategies and work through
stressful decisions, such as when and how to report to child welfare when they suspect a student
is being abused.
And teachers and principals alike agreed that
one of the best ways to fight compassion fatigue is
to focus on how far their students have come.
"The communication that 'You are important to
me, I'm investing in educating you as an entire person, and I love you regardless of your mathematical
abilities' has allowed students to take more risks,"
trying more challenging problems and completing
more assignments, Lyon said.
Support from school leaders can make a real difference in how well teachers counter compassion
fatigue.
In an evaluation of trauma-sensitive initiatives in schools, Washington State University researcher Christopher Blodgett found that schools
where principals did not build a foundation of supports and care for teachers were unable to sustain
trauma-informed care for students over time.
"It's shifting the paradigm to understand that it's
not taking away anything from the kids," Johnson
said. "If we invest some time and energy in helping
educators focus on their own self-care and wellness, then they can be even more skilled and more
energized and have more tools to help the kids."

ABOUT THIS SERIES
This installment is the third
and final in a series of
articles exploring how
schools are learning to
recognize and respond to
students experiencing
traumatic stress, whether it
stems from a sudden
disaster or a long-term
hardship like poverty or
abuse.
Read more about
trauma-sensitive school
> www.edweek.org/go/
trauma

Coverage of social and emotional learning is supported
in part by a grant from the NoVo Foundation, at www.
novofoundation.org. Education Week retains sole
editorial control over the content of this coverage.

Stay on top of the most timely news
from the most informed source in education.
Join the thousands of readers who have signed up
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Topics Include
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EDUCATION WEEK | September 18, 2019 | www.edweek.org | 13


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Education Week - September 18, 2019

Table of Contents for the Digital Edition of Education Week - September 18, 2019

Education Week - September 18, 2019
How Caring for Students Can Take a Steep Toll
Teachers on Front Lines of Making Schools Safe for Transgender Kids
Could Testing Wreck Civics Education?
Wanted: Teachers as Diverse As Their Students
Briefly Stated
Digital Tools Are Everywhere, But Evidence of Impact Is Not
What the Research Says
Talking Politics at School ‘When the World Is on Fire’
Presidential Candidates Argue Charters, Equity
The Perils of Equity-Focused Leadership
Special and General Education Should Be One Nimble System
Letters to the Editor
EdWeek Top School Jobs
Education Week - September 18, 2019 - Wanted: Teachers as Diverse As Their Students
Education Week - September 18, 2019 - 2
Education Week - September 18, 2019 - Briefly Stated
Education Week - September 18, 2019 - 4
Education Week - September 18, 2019 - Digital Tools Are Everywhere, But Evidence of Impact Is Not
Education Week - September 18, 2019 - Talking Politics at School ‘When the World Is on Fire’
Education Week - September 18, 2019 - Presidential Candidates Argue Charters, Equity
Education Week - September 18, 2019 - 8
Education Week - September 18, 2019 - 9
Education Week - September 18, 2019 - 10
Education Week - September 18, 2019 - 11
Education Week - September 18, 2019 - 12
Education Week - September 18, 2019 - 13
Education Week - September 18, 2019 - 14
Education Week - September 18, 2019 - 15
Education Week - September 18, 2019 - The Perils of Equity-Focused Leadership
Education Week - September 18, 2019 - Special and General Education Should Be One Nimble System
Education Week - September 18, 2019 - Letters to the Editor
Education Week - September 18, 2019 - EdWeek Top School Jobs
Education Week - September 18, 2019 - 20
Education Week - September 18, 2019 - CW1
Education Week - September 18, 2019 - CW2
Education Week - September 18, 2019 - CW3
Education Week - September 18, 2019 - CW4
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