Abstract
Trauma, including abandonment, neglect, poverty, or abuse, affects students. Because of this, a classroom community is vulnerable to the sheer unpredictability of behaviors. Students who have experienced trauma need support in order to create a classroom community where they can thrive and learn. This study examines a Whole-Child Approach purposely used in a sixth-grade classroom. A whole-child observation checklist was used to provide pre- and post- data in four areas: Relationship Building; Restorative Practices; Behavioral Recognition, Reminders, and Redirects; and Social-Emotional Skill Building. A teacher journal and mindfulness lessons were also used to triangulate data. This study shows that building a thriving classroom community where students learn can happen with students who have experienced trauma.
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Recommended Citation
Wells, Jennifer
(2024)
"Building Classroom Community Using a Whole-Child Approach,"
Networks: An Online Journal for Teacher Research:
Vol. 25:
Iss.
2.
https://doi.org/10.4148/2470-6353.1390
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