Give choices.
When I began teaching children and adults, I would use mindfulness practices to bring attention to the students’ bodies for self regulation. I often encouraged them to close their eyes, but I made a big mistake. I didn’t give them choices and normalize the diversity in their choices, which in turn can create a feeling of unsafeness.
I didn’t realize that children and adults, myself included, who have experienced trauma need to be invited to practice choice to determine what feels most comforting or anchoring for them. I can’t believe I would use blanketed option, like “close your eyes”.
I recently attended the Somatic Trauma Healing Summit online, hosted by Embody lab. During the summit, Nkem Ddefo talked about trauma informed practices in therapy and mindfulness, and she encouraged us to offer options and invite the person practicing to do what feels most comfortable for them.
In an article written by Solissa Franco-Mckay for Mindful Schools, she states “The truth is, a trauma-sensitive classroom helps ALL students, not just those experiencing the current effects of trauma”. In building safety in community and education, it is SO important to me to offer trauma-informed practices and lessons that are welcoming to all young learners.
I look forward to constantly finding ways to expand my knowledge and tools to create safe spaces, and I encourage us all to find ways, big or small, to do the same.
Below are 3 trauma-sensitive practices for your classroom that were written by Solissa Franco-Mckay for Mindful Schools.
1. Emphasize student choice:
When starting practice, normalize options and choice. There are multiple ways to practice, and what may feel comfortable to each student may vary. You can call attention to the different anchors students might use (e.g., breath, body, sound, touch), postures (e.g., sitting upright, lying down), and movement. Invite students to figure out for themselves what feels most supportive and safe for them in the moment.
2. Offer mindfulness as an invitation, not a requirement:
Students should always be always in choice when it comes to the extent in which they participate in the practice. When presenting mindfulness to students, use invitational language (e.g., “I invite you to find a comfortable posture…”) and give options for students who may choose to opt out or not participate. Keep in mind that participation for each student will vary and that this is not a time for you to worry about compliance or behavior management.
One option for students who choose to not participate in a guided mindfulness practice can be to journal on their own. You can give students a prompt to explore or invite them to write down whatever they notice in the moment. This option can be given at the beginning so that students have choice throughout the lesson.
3. Normalize all different types of student experiences:
There is no right or wrong way to practice mindfulness. It’s important to normalize the spectrum of experiences that may arise during the practice, no matter what they may be. Remember that the main intention of mindfulness is to notice present-moment experiences and emotions. As students share what comes up for them, you can affirm them by using helpful phrases like “That’s okay,” “I notice/experience that sometimes too,” or “Did anyone else notice that?” Normalizing the spectrum of experiences sends a powerful message to students.
As you try these trauma-sensitive facilitation tips, remember to be kind and patient with yourself. Some of these practices may not come natural or easy at first, but over time they will deepen and enrich your mindfulness teaching skills. Your ability to create more opportunities for nervous system regulation will help your students feel safe, seen, and heard.
In community,
Ms Maya
Ready to sing and make safe spaces with children?
