Learning should be an enjoyable and productive experience. Heck! That is the whole premise behind the name of Party in the Art Room. I've said many times that I chose that name because it evoked all that is joyful about teaching and learning for me.

Sadly, there isn't always joy. There's a lot to unpack with that statement, but for today we will settle in to think about the impact of trauma on the teaching and learning context.

With the increasing awareness of trauma and its effect on the brain, there has been a new focus on creating a safe and supportive learning environment in the classroom. But what does this actually mean? What do teachers need to know in order to create that kind of space? This blog post will explore what trauma is, how students can react to trauma, and what teachers can do to create a safe and supportive learning environment for students who have experienced trauma.

Why should we care for our students?

Teaching is about more than just knowledge; it’s about nurturing minds, building character, empowering students to become global citizens, supporting personal growth—the list goes on. Supporting your students’ emotional well-being is not only good for them but also good for learning. (It is good for us, too. It's just a wholly human thing, to be honest.)

Students who feel safe and supported are more likely to focus their attention on understanding concepts rather than worrying about what others might think of them. They’re also more likely to try new things, take risks, and be willing to speak up when they don’t understand something. A supportive learning environment—where students can be themselves without fear of bullying or judgment—is an essential component for cultivating successful learners.

And, let me just be real blunt here: Human beings should just care about human beings. That's pretty much what this all boils down to. The tricky part, though, is trying to figure out how best to put that care into action.

What is trauma? Why is everyone talking about it?

Trauma is defined as an emotional response to a terrible event (Merriam-Webster), but it can also be experienced as physical pain. Trauma can happen at any age, either from an unexpected or expected event. The term toxic stress has been used when referring to trauma that happens early in life and causes children and young adults long-term harm.

When we think of trauma, most of us imagine horrible events like abuse or shootings - however, those are only some examples of traumatic events. Some common types of childhood trauma include: seeing someone get hurt, being excluded by friends, being bullied repeatedly and having violence within your family. If a child experiences one type of trauma frequently enough they could experience symptoms related to post-traumatic stress disorder including anxiety, depression and sleeplessness among other things.

Adolescents who have experienced sexual abuse also have higher rates of substance use disorders than adolescents who have not been abused. The same thing is true for students experiencing domestic violence at home; they often turn to drugs and alcohol as coping mechanisms because it takes their minds off what is happening at home. In order to combat these negative effects associated with traumas it’s essential that teachers create an environment that supports their students well-being. In other words, it is important that we care for our students. This is why everyone is talking about trauma. It is about doing the work to heal human beings and create a better existence. Everyone deserves to be whole.

How can we care for our students?

In their most elemental form, schools are charged with educating children, but it would be remiss of us as educators to focus solely on academics. We also have an opportunity—and some would argue, an obligation (me, I argue that!)—to care for our students as whole people: body, mind, heart and soul. With attention to these four elements we can create a positive learning environment that develops students holistically: nurtures them not only academically but socially, physically and artistically.

Physical safety

To keep your students safe, lock classroom doors and make sure every student knows how to unlock them. This may be a given since many schools and districts have mandated locking doors during the school day. Additionally, make sure you know what your district or school policy says about having students open the doors. I have worked in two extremes of this: one school would not allow students to open doors ever even if there was another student outside the door. Another school maintained locked doors but only let students open interior doors, not exterior ones. If your school doesn't have any sort of plan for door locking, you should bring this up to administration. It is a good idea to have a systematic method of handling the doors at the school. This way everyone can be on the same page and enact the same protocols.

Request a copy of each child’s medical card that includes any allergies they have or other special health needs. Many schools have this information stored in a database that only certified educators can access. As an art teacher, I had to make the case for my ability to see this information even though I was certified and more than highly qualified. Student privacy is important, but so is my ability to keep them safe when they are in my care. I needed to be able to know which students might be carrying an epipen or which students might need extra restroom breaks. Just make sure you have access to the information you need to keep your students safe. Ensure that is the only reason you have access to that information as well.

Emotional Safety

What makes some classrooms feel safe is what’s going on between students. In order for your art class to feel safe, you need to create an environment where it’s okay not to be perfect, where it’s okay for students to say when they don’t understand something, and where critical/creative thinking is valued as much as hive thinking. Actually, this shouldn't just be part of the art classroom. All classrooms should be like this. Doing so will give students an opportunity to show their whole selves—and that kind of safety breeds resilience.

If kids are able to express themselves freely (and "get away with" making mistakes), they’ll build up their self-confidence while also building connections with peers.

How do we promote healthy creative processes? First, if students need help on a project, they should be encouraged to seek help from classmates or teachers—rather than giving up and doing it alone. This can develop critical thinking skills as well as collaboration skills. Second, teachers should be respectful of student work that doesn't live up to expectations; rather than pointing out only what's wrong with it, provide constructive criticism instead.

I try to never use the words "like and love" when referring to a student's artwork. I don't want them to think I need to like it or love it for it to be quality. This is so subjective. I love polka dots and everything with polka dots just calls my name, but I don't need my students to think they have to always use polka dots in their work. It is much more productive to point out how the student used their knowledge of processes - and the elements of art and principles of design- to build a composition. This kind of specific praise is much more effective.

Creating a Sense of Community

A classroom is much more than just a place for students to learn math, science, English, etc.; it’s also where they can connect with each other. I can't say this enough: Your role as an educator goes beyond giving them academic skills! It’s also your job to create an environment that fosters community, empathy, support, and love. Here are three ways you can do just that: 1) Include child-friendly art projects and activities in your curriculum. 2) Encourage kids to engage in meaningful conversations about art and context. 3) Create collaborative works. 4) Create permanent works to be displayed at the school.

It matters greatly here that I remind you these ideas are for all teachers of all grade levels and subjects, not just art teachers. These are things that can be done across the board to the benefit of all.

Final Word

The most important thing about whole child education is that it has no definitive one-size-fits-all method or schedule. You can’t map out every minute of education for your students, because there are too many variables that affect each student’s unique needs. Some days will be busy and unstructured, while others will be tight down to each minute. You also ca't map out every experience your students have. You CAN build up the big picture and provide opportunities for the best quality education possible. The beauty is that you’re able to plan when you need to but also respond when you have to.

A great learning environment isn’t something that just happens; it’s something that requires patience, creativity, thoughtfulness and lots of love. It’s not easy, but your kids deserve all you can give them—so they can learn what they need to be successful adults. I know your students are just kids, but I encourage you to keep an open mind when evaluating their needs and options as learners. As teachers, we have too much at stake with every student we teach—we owe it to them and ourselves to do what we can for everyone's future.

Affiliate Disclosure: Party in the Art Room is supported by its audience. When you purchase through links on this site, a commission may be earned.