Test Your Trauma-Sensitive IQ | Brookes Publishing Co.
Test Your Trauma-Sensitive IQ
How much do you know about trauma-informed teaching?
Trauma-informed teaching methods and prioritizing student and staff wellness will be essential this fall as school communities return to full-time, in-person schooling. Health concerns, debilitating stress, and grief will have affected many in your school community, and those from marginalized communities may have experienced even greater challenges.
Give yourself a trauma-sensitive check-up (and learn a few of the basic components of a trauma-sensitive transition plan) with this short quiz, adapted from Jen Alexander’s best-selling ebook Supporting Students and Staff After COVID-19.
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Congratulations - you have completed the Supporting Students and Staff After COVID-19 Quiz. You scored %%SCORE%% out of %%TOTAL%%.
For more on trauma-informed teaching and how to prioritize student and staff wellness, check out the following resources:
- Explore the book Supporting Students and Staff After COVID-19
- Watch the webinar Prioritizing Student and Staff Well-Being
- Read the blog post 4 Tips for Easing the Transition Back to In-Person Learning
Your answers are highlighted below.
| Question 1 |
What are the four R’s of trauma-sensitivity?
| A | Rationalize, Recognize, Reconcile, Reconnect |
| B | Realize, Recognize, Respond, Avoid Retraumatization |
| C | Remember, Respond, Reinterpret, Reinforce |
| D | Reassure, Represent, Renew, Avoid Retraumatization |
Question 1 Explanation:
The four R’s of trauma-sensitivity are REALIZE the widespread impact of trauma on learning and behavior as well as the pathways to recovery, RECOGNIZE the signs and symptoms of trauma, RESPOND by fully integrating knowledge about trauma into policies, practices, and procedures, and AVOID RETRAUMATIZATION
| Question 2 |
True or False: All members of the school community have been affected by the COVID-19 pandemic, but not all have been affected equally.
| A | True |
| B | False |
Question 2 Explanation:
Disproportionately affected groups include communities of color, anyone not proficient in English, undocumented immigrants, people with disabilities, people living in rural areas, people living in poverty, and other often-marginalized groups
| Question 3 |
In correct order of importance, the four essentials of trauma-sensitive schools are to help students…
| A | be connected, feel safe, learn, and get regulated |
| B | get regulated, be connected, feel safe, and learn |
| C | feel safe, be connected, get regulated, and learn |
| D | feel safe, get regulated, learn, and be connected |
| Question 4 |
One of the ways our bodies can react to intense stress is by placing us in an anxious state of high alertness. This is called…
| A | hyperfocus |
| B | hyperawareness |
| C | hyperattention |
| D | hyperarousal |
| Question 5 |
Which of the following would NOT be part of a trauma-sensitive, back-to-school transition plan?
| A | Prioritize staff care and professional development |
| B | Gather family and caregiver input |
| C | Probe for details about students’ trauma history |
| D | Emotional regulation activities that help students feel ready to learn |
| Question 6 |
True or False: Gathering family and caregiver input on your trauma-sensitive transition plan prior to reopening is more important than establishing ongoing two-way communication between school and home.
| A | True |
| B | False |
Question 6 Explanation:
Successful trauma-sensitive teaching depends on regular contributions and continuous feedback from families.
| Question 7 |
Which of the following are trauma-sensitive strategies to help get kids and staff get emotionally regulated?
| A | Breathing exercises |
| B | Being outside/time with nature |
| C | Sharing positive experiences |
| D | Movement and music |
| E | All of the above |
| Question 8 |
Teaching and reinforcing _______ skills can help you establish a classroom community that puts people first and helps students feel safe, be connected, get regulated, and learn.
| A | executive function |
| B | social-emotional |
| C | writing |
| D | critical thinking |
| Question 9 |
Which of the following is NOT a recommended way to facilitate relationships, connection, and communication in your classroom?
| A | decreasing class sizes |
| B | placing paraprofessionals or consistent volunteers in classrooms |
| C | temporarily removing disruptive students from the classroom as quickly as possible |
| D | building in extra opportunities for free play during the day |
| Question 10 |
True or False: Practicing regular self-care (e.g. drawing a clear boundary between work and home life) gives you more energy, resilience, and passion to fix systemic problems.
| A | True |
| B | False |
Question 10 Explanation:
Educator burnout is on the rise, so it’s more important than ever to prioritize your own well-being, as well as that of your team members.
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