## 7 Things Every Teacher Should Know about the Physiological Impact of Trauma

Presented by Dyane Carrere, M.Ed.

## Stress changes…

## Trauma may change…

## A universal way we can support… Assume _____________________not ____________________

# 1 Cognitive Functioning Differences

## Ways we can support…

- ***design calm environments***  
- ***act as translator***  
- ***convey calm***  
- ***gently invite to think***

# 2 Vision & Auditory Differences

## Ways we can support…

- ***use visuals***  
- ***keep verbalizations simple***  
- ***use key words***  
- ***be aware of one’s body language***

# 3 Hippocampus & Prefrontal Cortex Differences

## Ways we can support…

- ***create routines***  
- ***use visuals as much as possible***  
- ***use chunking strategies***  
- ***provide peer support strategies***

# 4 Dorsolateral Prefrontal Cortex Differences

## Ways we can support…

- ***use analog clocks & reference time frequently***  
- ***provide checkpoints for tasks***  
- ***illuminate sequence/practice sequencing***  
- ***use “Big Thing” question approach***

# 5 Posterior Cingulate Differences

## Ways we can support…

- ***provide grounding opportunities***  
- ***avoid unstable seating***  
- ***offer seating/standing options***  
- ***teach “grounding touch points”***

# 6 Vasopressin & Oxytocin Differences

## Ways we can support…

- ***model your regulation strategies***  
- ***explicitly teach regulation such as through The Re-Set Process***  
- ***teach activity not aggression for calming***  
- ***be careful with breath, squeeze balls, etc.***

# 7 Neurological System Organization Differences

## Ways we can support…

- ***develop calm, safe, predictable environments***  
- ***practice activities that strengthen key channels***  
- ***provide fine motor skill supports***  
- ***establish simple hygiene routines for all***