professional development

The first few weeks of school can feel like a whirlwind—new faces, fresh supplies, routines still settling in. But beneath the surface of pencils, planners, and name tags, students are communicating with us in various ways, and sometimes behaviors can speak louder than words.

A slammed locker. A sudden outburst. A student who never raises their hand. These aren’t just behaviors to “manage.” They’re messages.

And here’s the truth: as educators, we don’t need to have all the answers. We just need to start with a curious mindset—one that asks, “What need might be going unmet?” or “What’s happening with this student right now?”

That shift—from judgment to curiosity—is the first step toward becoming trauma-informed.

Behavior as Communication

Every student behavior has a story behind it. Sometimes it’s obvious—a child who’s tired after a late night. Other times, the story is hidden—anxiety, grief, or unmet needs that haven’t yet found words.

When we approach behavior as communication, we stop asking “What’s wrong with this student?” and start asking “What happened to them?” or even “What’s happening now?”

🌟 Pause & Reflect: The next time a student’s behavior challenges you, take a breath and ask yourself, “What need might this student be trying to communicate?”

How Students Seek to Meet Their Needs

One of the most compassionate truths we can remember is this: students are always trying to get their needs met in the best way they know how (aren’t we all?).

For some, those strategies are effective and adaptive. For others—especially those who have experienced trauma or instability—those strategies can be distorted, absent, or even harmful. Until we help students learn more effective ways to meet their needs, we must stay curious and supportive.

Externalized patterns might look like:

• Explosive anger or outbursts when frustrated
• Seeking connection by interrupting, clowning, or picking fights
• Testing limits repeatedly to check if adults will stay consistent
• Risk-taking behaviors to gain peer approval or control

Internalized patterns might look like:

• Withdrawing from peers or refusing to participate
• Perfectionism or over-compliance as a way to stay “safe”
• Frequent physical complaints (headaches, stomachaches) as a mask for anxiety
• Self-blame or statements like, “I’m just dumb,” when work feels difficult

In both cases, the behaviors are not “kids acting out”—they are survival strategies. When we notice these patterns, it’s an invitation to guide students toward healthier ways of getting their needs met, whether that’s teaching coping skills, offering choice, or connecting them to deeper support.

🌟 Pause & Reflect: As you notice student behaviors—loud or quiet—ask yourself, “Could this be the best way this child knows right now to meet a need for safety, connection, or control?”

Signs to Look For Early in the Year

Every classroom is different, but some early signs of student distress often include:

• Sudden withdrawal – a student who avoids eye contact or disconnects from peers.
• Escalated emotions – anger, irritability, or tears that feel “out of the blue.”
• Changes in participation – a once-engaged student who stops completing work or contributing.
• Physical signals – frequent headaches, stomachaches, or restlessness.
• Connection-seeking patterns – disruptions that might actually signal a need for relationship or reassurance.

Remember: these aren’t red flags for labeling; they’re invitations to get curious.

🌟 Pause & Reflect: As you think about your students this week, ask yourself, “Have I noticed shifts in mood, engagement, or energy—and how might I respond with curiosity instead of judgment?”

🌟 Note for Educators: These are not checklists for diagnosing, but invitations to wonder. By shifting from “What’s wrong with this student?” to “What’s this student trying to tell me?” we create space for healing and growth.

The Power of Getting Curious

In my own classroom, the most powerful tool I had wasn’t a strategy or program—it was the practice of getting curious.

• I’m curious about what might be making math so overwhelming for this student today.
• I’m curious about what happened before school that led to such a hard morning.
• I’m curious about what support this student might need that I can’t provide on my own.

That mindset shifted my role from “problem fixer” to “curious connector.” And often, being the first adult to notice distress and connect a student to support became a turning point in their healing.

🌟 Pause & Reflect: Consider, “Who are the trusted colleagues or resources in my school that I can lean on when a student needs more than I can give alone?”

You Don’t Have to Do It Alone

Here’s the good news: you’re not expected to be a counselor, therapist, or crisis expert. What you are is a trusted adult who spends hours each day noticing, listening, and creating safe spaces for kids.

And often, your noticing is the lever. When you flag a concern, ask a gentle question, or guide a student toward the right level of support, you open the door to healing.

Building Confidence Together

At Starr Commonwealth, we know these moments can feel heavy. That’s why we provide trauma-informed training for teachers that empowers educators to recognize signs of distress, respond with curiosity, and connect students to resources without burning out. You can also take advantage of our flexible, budget-conscious professional development sessions for your entire school.

You don’t have to have all the answers—you just have to begin with curiosity. And that’s enough to change a child’s story.

Early in the school year, every student is testing the waters, asking silently: “Is this a place where I’ll be safe?” When we interpret behavior as communication and respond with compassion, the answer becomes a resounding yes.

When I think back on my years in the classroom, September always felt like the most important month. The first few weeks weren’t just about setting routines or reviewing content—they were about answering one big question for my students: Do I belong here? 

I quickly learned that belonging is the heartbeat of a trauma-informed classroom. Without it, lessons fall flat and behavior challenges spike. With it, kids are more willing to take risks, connect with peers, and grow academically. That’s why I leaned into the Circle of Courage philosophy, where belonging is recognized as a universal need for every child. 

The good news? You’re likely already doing many of the things that foster belonging—greeting students warmly, celebrating progress, or listening when a child shares a story. These five activities simply build upon that incredible foundation. 

1. Name & Story Circles 

I started Mondays by inviting students to share their name and a small story—something about their weekend, a hobby, or even just a song they liked. It created a rhythm of listening and being heard. 

🌟 The Difference it Made: Students who carried heavy stressors often felt invisible. These moments said, “I see you, and your voice matters.” 

🌟 Inspiration: When we intentionally carve out time for connection, we show students that relationships matter as much as academics. Even five minutes can set the tone for the day and remind every child that their presence is valued. 

2. Class Identity Project 

Instead of decorating my classroom myself, I made it a collective project. We built a class flag filled with words, drawings, and colors that represented who we were together. 

🌟 The Difference it Made: It shifted the space from “my classroom” to “our classroom,” which gave students ownership and pride in being part of the community. 

🌟 Inspiration: Trauma often leaves kids feeling like they don’t have a place. When they see their ideas, art, or words displayed in the room, they feel anchored. Belonging isn’t abstract—it’s visible, and it grows stronger when we build it together. 

3. Morning Check-In Board 

Right by the door, I placed a feelings chart with emojis and colors. Each morning, students dropped their marker on the emotion that best described their start to the day. 

🌟 The Difference it Made: It gave me a quick snapshot of how students were arriving, and it gave them permission to acknowledge their feelings without needing to say much. 

🌟 Inspiration: Sometimes the smallest gesture—like recognizing a student’s “red day” before it escalates—can prevent a breakdown and build trust. Check-ins remind students that emotions are normal and that adults will meet them with compassion, not judgment. 

4. Shout-Out Circle Fridays 

Every Friday afternoon, we ended the week with shout-outs. Students recognized one another for kindness, effort, or teamwork. 

🌟 The Difference it Made: It built a culture of generosity and reminded kids that they weren’t alone in noticing each other’s strengths. Plus, it always sent us into the weekend on a positive note. 

🌟 Inspiration: Generosity isn’t only about giving—it’s about belonging. When students lift each other up, they realize that community is about mutual care. This simple practice turns classmates into allies and builds resilience for the whole group. 

5. Teacher Connection Notes 

Each week, I wrote a few quick notes—sometimes just a sticky note—celebrating something I’d noticed. 

🌟 The Difference it Made: For a student who rarely hears positive feedback, even a short “I love how focused you were today” can be transformative

 🌟 Inspiration: Educators already notice countless little wins in their students. Putting those observations into words makes them stick. A single note can echo louder than a reprimand and remind a student they are capable of great things. 

Keep the Momentum Going 

These small practices made a big difference in my classroom, but belonging is bigger than a handful of activities—it’s a culture. The more consistent and intentional we are, the more our students trust that school is a place where they are safe and valued. 

Belonging is the foundation of resilience. When we create classrooms where students feel they matter, everything else—learning, growth, and even joy—flows more naturally. And that’s the kind of classroom every child deserves, right? 

Picture this: The first weeks of school are a blur of new faces, routines, and expectations. Whether your “back to school” started last week or is still around the corner, one thing is true everywhere—students are walking into our classrooms carrying more than backpacks. They bring hopes, fears, past experiences, and dreams. As educators, our role isn’t just to teach content; it’s to shape a trauma-informed classroom where every student feels safe, valued, and capable of thriving.  

That’s the heart of trauma-informed teaching. And the good news? You can begin weaving it into your routines from the very start of the year—and keep strengthening it as the weeks unfold.  

Why Trauma-Informed Practices Matter for Back-to-School  

Research tells us that trauma affects how students learn, behave, and connect. But here’s the hopeful part: relationships heal. Classrooms can become places of belonging, resilience, and growth when we lean into trauma-informed classroom strategies that are both strengths-based and proactive.  

At Starr Commonwealth, we ground our work in the Circle of Courage—a framework that highlights four universal needs for all children: Belonging, Mastery, Independence, and Generosity. When educators focus on these strengths, they create safe learning environments where healing and learning walk hand in hand.  

Trauma-Informed Classroom Strategies: 4 Ways to Begin This School Year  

1. Belonging: Creating Safe and Connected Classrooms  

At the heart of the Circle of Courage is Belonging—the deep need every child has to feel loved and connected. For students who’ve experienced trauma, disconnection and isolation can be overwhelming. A trauma-informed classroom built on belonging reassures them: “You are safe here, and you are not alone.”  

Greet each child by name, learn something personal about them, and celebrate their unique identity. Create rituals—like a morning check-in or class mantra—that say, “You belong here.”  

Pro Tip: A simple smile and consistent presence communicate safety more than a thousand words.  

2. Mastery: Building Confidence Through Growth  

Mastery represents the universal need for children to feel competent and capable. Trauma often whispers to students that they’re “not enough.” By focusing on growth and effort, rather than perfection, you help students regain confidence in their abilities.  

Shift the spotlight from right answers to progress. Celebrate effort, persistence, and creativity. Trauma-informed teaching normalizes mistakes as part of learning and reinforces that every child has strengths worth developing.  

Quick Win: Post a “Wall of Growth” where students showcase skills they’ve improved, no matter how small.  

3. Independence: Empowering Student Voice and Choice  

Children flourish when they feel a sense of control over their world. The Circle of Courage refers to this as Independence—the universal need to feel empowered, respected, and trusted to make decisions. For students impacted by trauma, this autonomy can restore dignity and hope.  

Offering choices—even small ones, such as where to sit, how to complete an assignment, or which book to read—helps restore empowerment. When students feel trusted, they are more likely to rise to the occasion.  

Teacher Hack: Create a “Choice Board” for assignments or classroom jobs to give students meaningful voice and agency.  

4. Generosity: Nurturing Resilience Through Contribution  

The final piece of the Circle of Courage is Generosity—the need to contribute, give, and experience the joy of helping others. Trauma can make the world feel scarce and self-protective. But when students practice generosity, they experience resilience, connection, and joy.  

Encourage students to support peers, share their knowledge, or contribute to the classroom community. Opportunities to give—even small ones—help them see themselves as valuable members of the group.  

Easy Idea: End the week with a “Shout-Out Circle,” where students highlight each other’s strengths.  

Trauma-Informed Training & Resources for Educators  

Building a trauma-informed classroom isn’t about adding more to your already full plate—it’s about shifting how we approach what we’re already doing.  

At Starr Commonwealth, we’ve walked alongside thousands of educators worldwide, offering practical trauma-informed training for teachers, easy-to-use resources, and strategies that help staff, students, and families flourish.  

From professional development workshops to our online trauma-informed teaching resources, we equip schools to turn the first day—and every day—into an opportunity for healing, connection, and growth.  

Ready to Begin?  

As you and your students settle into the rhythm of a new school year, imagine the impact of a classroom that radiates safety, belonging, and resilience—not just on the first day, but throughout the entire year. This is the kind of environment where students flourish and educators feel energized, supported, and inspired.  

👉 Explore Starr Commonwealth’s Trauma-Informed Training and Resources  

Final Thought: You already have what it takes to create a trauma-informed classroom. Starr is here to walk alongside you, giving you the tools and support to strengthen what you’ve started this school year. Together, we can build learning environments where all children—and all educators—thrive. 

There’s something about late summer that brings a familiar knot to the stomach of anyone who works in schools. Maybe it’s the weight of knowing that behind every name on your roster is a story—some filled with joy, others carrying pain you can’t yet see. Maybe it’s wondering how you’ll reach the student who shut down last spring, or support the colleague who’s been running on empty for months. 

If you’re feeling this way, you’re not alone. And more importantly, there are concrete steps we can take to make this year different—not through grand gestures or overwhelming overhauls, but through small, intentional practices that recognize the humanity in everyone who walks through our doors. 

The Truth About What We’re Really Dealing With 

Let’s start with what we all know but don’t always say out loud: our students and colleagues are carrying more than we can see. The child who seems defiant might be operating from a nervous system that’s learned the world isn’t safe. The colleague who snaps in meetings might be drowning in compassion fatigue. The parent who doesn’t respond to emails might be juggling three jobs and a housing crisis. 

When we understand that behavior is communication, often about unmet needs for safety, connection, or control, everything shifts. This isn’t about excusing harmful actions, but about responding with curiosity instead of judgment, connection instead of immediate consequence. 

Starting Where Connection Lives: Simple Practices That Change Everything 

The beauty of trauma-informed approaches is that they often look like the best teaching practices we already know, just applied more intentionally. Here are some concrete ways to build connection and safety from day one: 

Creating Predictable Safety in Your Space 

• Morning connections don’t require elaborate programs. A genuine “How are you really doing today?” paired with eye contact and patience for the actual answer creates more safety than any poster on the wall. When students know they’ll have a moment to be seen each day, their nervous systems can begin to settle. 

• Classroom circles might sound time-consuming, but five minutes of sharing highs and lows or simply checking in can prevent hours of behavioral interventions later. The research on school connectedness is clear: when students feel genuinely known by at least one adult, everything from attendance to academic achievement improves. 

• The 5:1 ratio of positive to corrective interactions isn’t just a nice idea—it’s a neurobiological necessity. Our brains are wired to notice threats, so we need five times as many positive experiences to balance each correction. This means celebrating small wins, noticing effort, and finding reasons to connect that have nothing to do with academics. If you’re looking for more concrete tools and strategies to implement this approach, additional resources can provide practical materials to support these daily interactions. 

Supporting Regulation Over Punishment 

• Co-regulation techniques recognize that when someone is dysregulated, they can’t think clearly until they feel safe again. Instead of sending a student to the office, try sitting with them, matching their breathing rhythm, and helping them return to a state where learning is possible. 

• Time-in instead of time-out keeps the connection intact when children are struggling. A comfort corner with sensory tools, books, or fidgets gives students a way to regulate without losing access to relationship and learning. 

• Brain breaks and movement aren’t rewards for good behavior—they’re necessities for human beings whose brains need variety and physical activity to function optimally. Building these into your daily routine prevents many problems before they start. 

Building Understanding Instead of Building Cases 

When challenging behaviors arise, our first question can shift from “How do I stop this?” to “What is this child trying to tell me?” The Circle of Courage model offers a helpful framework: 

• Belonging: Does this student feel genuinely valued and connected here? 
• Mastery: Are they experiencing success and growth in ways that matter to them? 
• Independence: Do they have appropriate choices and voice in their learning? 
• Generosity: Are there opportunities for them to contribute and help others? 

Often, what looks like defiance is actually a child whose fundamental needs aren’t being met, and they’re communicating the only way they know how. 

Supporting the Supporters: Caring for the Adults Who Care for Others 

We can’t pour from empty cups, yet that’s exactly what we ask of educators every day. Recognizing and addressing compassion fatigue isn’t selfish—it’s essential for sustainability. 

Naming What’s Real 

Vicarious trauma is what happens when we absorb the pain of those we serve. It’s not a sign of weakness; it’s a sign of caring deeply. Creating space to acknowledge this—in team meetings, professional development, or informal conversations—helps normalize the experience and reduces isolation. 

Secondary stress builds up when we witness suffering repeatedly. Simple practices like taking three deep breaths between students, stepping outside for a moment of fresh air, or having a colleague you can text for support can make a significant difference. 

Building Cultures of Care 

Constructive listening dyads might sound fancy, but they’re simply structured ways for colleagues to truly hear each other. Taking turns speaking and listening without trying to fix or advise creates connection and reduces the burden of carrying difficult experiences alone. These kinds of practices become even more powerful when entire teams understand the principles behind them—which is where comprehensive professional development can help build shared language and approaches across your school community. 

Celebrating small wins together combats the tendency to focus only on what’s not working. Sharing moments when a struggling student smiled, when a new strategy worked, or when you felt genuinely connected to your purpose reminds everyone why this work matters. 

Practical Steps for School-Wide Transformation 

Creating trauma-informed schools doesn’t require complete system overhauls. It starts with small, consistent practices that accumulate into cultural change. If you’re wondering how these individual strategies can come together into a cohesive school-wide approach, connecting with trauma-informed education consultants can help you map out what implementation might look like in your specific context: 

At the Classroom Level 

• Begin each day with connection before content 
• Build predictable routines that create felt safety 
• Teach emotional vocabulary and regulation strategies explicitly 
• Use restorative conversations instead of punitive consequences when appropriate 
• Create physical spaces that support both learning and regulation 

At the School Level 

• Train all staff in basic trauma-informed principles, not just teachers 
• Develop protocols that prioritize relationship repair over rule enforcement 
• Create systems for staff to support each other’s well-being 
• Establish clear procedures for recognizing and responding to trauma symptoms 
• Partner with families as experts on their children’s experiences and needs 

With Families 

• Lead with curiosity about family strengths and challenges 
• Recognize that difficult behaviors at home might indicate the same unmet needs we see at school 
• Share strategies that work at school so families can try them at home 
• Create opportunities for families to feel genuinely welcomed and valued 
• Remember that trauma often affects entire family systems, not just individual children 

Why Professional Development in This Area Matters Now More Than Ever 

Quality professional development in trauma-informed practices offers more than information; it provides immediately usable tools, helps process the emotional weight of this work, and creates shared language and approaches across entire school communities. 

Whether through half-day sessions that target specific needs, full-day deep dives that build comprehensive understanding, or multi-day trainings that lead to certification, investing in trauma-informed professional development is investing in the daily reality of everyone in your building. 

The Ripple Effect of Small Changes 

Here’s what happens when schools embrace trauma-informed approaches: challenging behaviors decrease not because they’re ignored, but because fewer situations escalate when people feel safe and connected. Staff retention improves because educators feel equipped rather than overwhelmed. Academic achievement increases because students who feel emotionally safe can access their cognitive capacity for learning. 

But perhaps most importantly, schools become places of healing rather than harm, where both students and adults can experience growth, connection, and hope. 

Moving Forward Together 

As we prepare for another school year, remember that the most powerful interventions often look like the simplest human connections. A few minutes of genuine attention, a curious question instead of an immediate consequence, or a colleague who truly listens can change the trajectory of someone’s day, week, or even year. 

The students in our schools need us to get this right. The families in our communities are counting on us to see their children’s potential alongside their pain. Our colleagues need us to create workplaces that sustain rather than drain. 

We can do this work. We don’t have to do it perfectly, and we don’t have to do it alone. 

Find out more about Starr’s Professional Development options at starr.org/professional-development or info@starr.org.