Every day, students across the country attend school, where they are expected to perform to their best abilities. There are clear standards for what constitutes the “best,” and that often leaves children who are struggling with emotional regulation or the impacts of trauma behind. How to help these students who are clearly struggling with emotional regulation and executive functioning skills remains a challenge even for the best teachers. Often, these students are labeled as “disruptive,” “bullies,” or “behavioral problems”. In reality, these students are searching for stronger connections and meaning without knowing the best strategies to find them. Even if only a small portion of the student body has experienced trauma, the entire school will be impacted by the effects. For this reason, it is important that a trauma-informed school takes a school-wide, collaborative approach.
Leaders from Rumi to Grace Lee Boggs to Whitney Houston have all reminded us that we can’t achieve love, liberation, or transformation externally without first loving, liberating, and transforming ourselves. We have to start by looking in the mirror, loving ourselves, and being the change we wish to see in the world.