Trauma-Informed Practices for Supporting English Learners: Contextualizing Theory with Practice

Sonja Bloetner, CREATE Solutions, LLC.

Trauma can exert a profound effect on the capacity of individuals, particularly children, to learn and develop. These effects can be even more pronounced for English Learners (ELs), as they grapple with the dual challenge of overcoming emotional distress, adjusting to a new culture and acquiring a new language. This article explores effective trauma-informed practices for supporting ELs, illustrated by real-world examples to provide a practical context to the theoretical discussion about the impacts and responses to trauma.

Understanding Trauma

Trauma can stem from various sources, such as violence, neglect, natural disasters, or even displacement from one's homeland – a common experience for many ELs. Research indicates that trauma can inhibit brain development and impact learning abilities, often leading to difficulties in comprehension, memory, and attention (Perry, 2006). For ELs, these challenges are amplified as they also navigate the linguistic and cultural aspects of a new educational environment.

Undocumented English Learners (ELs) who have crossed the US border in Mexico often face unique traumatic experiences that can significantly impact their ability to learn and adapt to a new cultural and linguistic environment. Understanding these aspects of trauma is crucial for educators to provide comprehensive, trauma-informed support.

Migration Trauma: The act of crossing the border can be a traumatic experience, characterized by physical hardship, fear, and even violence. The associated stress can have lasting effects, impacting cognitive and emotional development, and thereby affecting learning.

Post-Migration Trauma: Once in the U.S., these ELs may continue to face trauma related to their undocumented status. The constant fear of deportation, discrimination, economic hardship, and the challenge of navigating a new culture can induce chronic stress and anxiety, further hampering their ability to learn.

Family Separation: The immigration process often involves family separation, either during the journey or due to deportation once in the U.S. This separation can lead to feelings of grief, loss, and isolation, affecting the emotional wellbeing of the ELs and their academic performance.

Limited Access to Support Services: Undocumented ELs may have limited access to mental health services, nutritional support, and healthcare due to fear of deportation or lack of knowledge about available resources. This lack of support can compound the impact of trauma.

Language Barrier: The added challenge of learning a new language while dealing with trauma can be overwhelming for these ELs. Language barriers can also impede their ability to seek help, express their feelings, and understand their rights.

To support these learners, it's vital to integrate trauma-informed practices within educational settings, such as creating a safe and welcoming environment, fostering strong relationships, offering culturally responsive instruction, and providing differentiated teaching. It's also important to advocate for policy changes and community resources that address the unique challenges faced by undocumented ELs.

Effective Trauma-Informed Practices with Contextualized Stories

The Substance Abuse and Mental Health Services Administration (SAMHSA) identifies four key elements in trauma-informed approach: realizing the prevalence of trauma, recognizing how trauma affects all individuals involved with the program, integrating knowledge about trauma into policies, and actively seeking to avoid re-traumatization (SAMHSA, 2014).

Creating a Safe Learning Environment: This involves establishing a space where students feel secure both physically and emotionally. Predictable routines, clear expectations, and a nurturing atmosphere can help ELs to rebuild their sense of safety, facilitating the learning process.

Mr. Diaz, a middle school English language development (ELD) teacher, understood the significance of a safe learning environment for his students, many of whom were refugees. He arranged his classroom to be a welcoming space, adorned with posters in different languages and plants cared for by the students. A predictable daily schedule was posted in multiple languages. Mr. Diaz always greeted each student personally, checking in with them, and validating their emotions. In this secure space, students were more open to learning and participating in class.

Fostering Relationships and Building Trust: Strong, positive relationships with teachers and peers can help ELs feel seen, understood, and valued. Practices like positive reinforcement, active listening, and culturally responsive teaching can enhance trust and connection.

Ms. Chen, a high school ELD teacher, recognized the power of relationships for her students' healing and growth. She spent time getting to know each student, learning about their backgrounds, interests, and challenges. She also organized cooperative learning groups to foster peer relationships. Over time, her students opened up more, demonstrating improved self-esteem and classroom engagement.

Incorporating Culturally Sensitive Instruction: Recognizing and respecting the diverse cultural backgrounds of ELs helps in fostering a sense of belonging. This practice encourages ELs to share their cultural experiences, stories, and languages, thereby enriching the classroom experience for all.

Mr. Ahmed, an elementary ELD teacher, respected and celebrated the diverse cultures in his classroom. He incorporated multicultural books into his curriculum, organized 'cultural sharing days,' and used examples and stories from students' cultures in his lessons. His students, seeing their cultures valued, felt a greater sense of belonging and were more motivated to contribute to the learning environment.

Providing Differentiated Instruction: Trauma can impact the way students learn and process information. Therefore, it's essential to tailor teaching strategies to meet the unique needs of each student, thereby ensuring inclusive and equitable learning.

Ms. Garcia, a high school ELD teacher, observed that her trauma-affected students struggled with traditional instruction methods. She adopted differentiated instruction, providing visual aids for those with auditory processing difficulties, allowing more time for task completion for those struggling with concentration, and giving explicit step-by-step instructions for complex tasks. Over time, her students demonstrated significant progress in their English acquisition and overall academic performance.

The intersection of trauma and English learning presents a unique set of challenges that require an empathetic, informed approach. By creating a safe learning environment, fostering relationships, incorporating culturally sensitive instruction, and providing differentiated instruction, educators can better support their ELs' learning and overall well-being. As illustrated through real-world classroom examples, these practices can transform not only the educational experiences of ELs but also their path towards healing and personal growth. As we deepen our understanding of trauma-informed practices, we also broaden our capacity to positively impact the lives of ELs, making the learning process a powerful instrument of change.

References and Future Readings

Betancourt, T. S., Newnham, E. A., Layne, C. M., Kim, S., Steinberg, A. M., Ellis, H., & Birman, D. (2017). Trauma History and Psychopathology in War-Affected Refugee Children Referred for Trauma-Related Mental Health Services in the United States. Journal of Traumatic Stress, 30(6), 601-614.

Perry, B. D. (2006). Understanding and applying the neurosequential model of therapeutics. Reclaiming Children and Youth, 15(3), 42-46.

Reyes, C. J., & Elias, M. J. (2011). Fostering Social-Emotional Resilience among Latino Youth. Psychology in the Schools, 48(7), 723-737.

Suarez-Orozco, C., Suarez-Orozco, M. M., & Todorova, I. (2008). Learning a New Land: Immigrant Students in American Society. Belknap Press.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.

Learn More about Other Practices that Effectively Engage English Learners and Support the Academic Success in the Classroom, School and District at Empower Your English Learners! Podcast.