By: S.O.L.V.E.D.
Adult learners come to us with many different lived experiences. Some have had traumatic experiences that have shaped who they are now. This can range from natural disasters, growing up in poverty, abuse and violence, mental abuse, negative school experiences, and a host of other triggers. As instructors, we need to be mindful of these experiences when adult learners enter our classrooms.
I can recall a time I had a negative school experience during a spelling test in 3rd grade. I admired and loved my teacher and was excited that she called on me to read the bonus word on the spelling test. The bonus word was “vegetable.” Well, I derive from Caribbean parents, and they pronounce certain words very differently. I proudly got ready to read the bonus word, and I said “/veg/ /eh/ /teh/ /bul/.” All of the students looked up and laughed. My teacher who I adored got upset with me and accused me of giving my classmates clues on how to spell the word and called that cheating. I couldn’t figure out how I helped every cheat and started crying. From that point on, I became extremely nervous to do any sort of speech in front of an audience. This carried on for years! Got better, but even in my adult life, I had to get involved in Toastmasters to become less fearful. I’m sure my 3rd grade teacher had no clue of the negative impact she made on me that day, but that day forever changed me.
Trauma Informed Practice (TIP) has several definitions according to one’s interpretation. Still, the general definition of TIP is a way to help and understand people who have experienced trauma (Administration for Children and Families, 2026). This shifts the focus from what is wrong with you to an understanding of what happened to you. TIP involves multiple principles and a framework that can be applied in the adult education classroom to further understand your learners, create a safe environment, increase retention, and provide a positive classroom culture.
In recent years, the shift from TIP has changed to Trauma ASSUMED. This shifts the way educators respond to the trauma our students have experienced. In TIP, we respond to trauma that adults may have shared with us, but in Trauma ASSUMED, we recognize that most of our students have trauma regardless of whether they have shared it with us.
Trauma ASSUMED Practices in the Classroom
- Understand that behavior is a form of communication. Students don’t need to tell us their trauma, we can look beyond and think why is a student responding or acting this way. What could their behavior try to tell us as educators?
- Safety. Students are most productive in the classroom when they feel they are in a safe environment. This can include ensuring all phones are put away during reading (as some may be embarrassed to read aloud).
- Provide choices. Adults are usually in control of their “world.” Choices can range from how they choose to show they have mastered a concept to what goals they want to achieve.
- Trust and Transparency. Building positive relationships is essential in any learning environment. Students need to know they can trust that you will be respectful and professional.
- Predictability. Routines can calm fear and anxiety. It is important to be consistent in your approach when teaching adult learners.
Creating a Trauma ASSUMED classroom will create a learning environment where your students thrive, feel welcomed, and feel a sense of community! Back in the day, these terms were unheard of. I am sure if my 3rd grade teacher could go back in time, knowing how I felt, she may have tried some of these approaches.
As you think about your classroom environment and the adult learners you support, try incorporating Trauma Assumed practices and notice the positive shifts that begin to take shape.
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