Regulate to Educate: A Trauma-Informed Model for Classroom Regulation
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Authors
Pavich, Lilli
Issue Date
2026-04-02
Type
Capstone
Language
en
Keywords
trauma-informed practice , developmental trauma , polyvagal theory , reprimands , social-emotional learning
Alternative Title
Abstract
Trauma is a common occurrence that can be experienced by individuals at a global level. Given the significant prevalence rates worldwide, students likely enter classrooms impacted by trauma. Trauma symptoms influence both teachers and students. When teachers do not realize that a student's behaviour stems from trauma, they may reinforce punitive strategies that harm the student-teacher relationship. Additionally, this may further alienate students from academic engagement. By adopting a trauma-informed lens, teachers can learn how to support students with disruptive behaviours while also reducing burnout and creating safety and regulation within the classroom. When a teacher operates from a trauma-informed lens, regulation and learning can occur.
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Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess