There are few challenges in education as common (or misunderstood) as students who support trauma. By the age of 16, nearly two-thirds of children in the United States will experience at least one potential traumatic event, ranging from abuse and neglect to losing a loved one or witnessing violence, according to the National Child Traumatic Stress Network. These experiences will not only disappear with time. They can affect brain development, memory, attention and mood regulation. This makes it difficult for students to concentrate, perform appropriately or even continue to go to school. This often translates into academic struggles, behavioral problems, and the higher risk of absenteeism and the risk of school dropout.
Traditional subject and classroom management strategies are not always suitable for trauma-affected students. That’s because their actions may be a response to unmet needs rather than intentional resistance. With this in mind, more and more teachers are turning to training in trauma knowledge to better understand and support their students. An outstanding example is New Jersey 2024-2025 Teacher of the Year Stefanie Lachenauer. Her story shows how learning trauma changes everything, not just individual students, but the entire school community.
“I remember how challenging and hard the time of my life was in my lifeS”
Stefanie’s teaching path to trauma begins with her own experience as a middle school student. “I remember the time of my life was so challenging and turbulent,” she told the Flexible Matters podcast. These experiences, while challenging, helped her discover the type of teacher she wanted to be. “I want to be that solid force there [my students]. I want to be that stable rock. I want to be that person, you know, share everything I wish I could know and just be there to listen and help them on the road. ”
“They are really stressed…they don’t have the skills to deal with it.”
Early in her career, Stefanie began to notice that many of her students “really felt stressed, like they were going through stress and didn’t have coping skills. I was thinking, I had to do something.” Her response was to find new tools – first through yoga and mindfulness certification, and then through training in trauma perception.
A specific student experience stands out. “I’m teaching social studies in sixth grade and there’s a student I often have in the hall with him, crying often, and usually just sitting with him, which is very helpful.
This moment is a turning point. Stefanie realizes that while mindfulness and yoga are valuable, they are not enough in themselves. She needs a deeper understanding of trauma and resilience to truly support her students.
“I really never believed in having a bad boy.”
Stefanie’s approach to trauma information education stems from a basic mindset shift. “Sensitivity to information and trauma to trauma is really a mindset,” she said. “I really never believed in having a bad kid. But the framework to work with is more of a framework that really supports and helps me.”
She discovered the framework of courage developed by Starr Commonwealth, especially valuable. “I like it because it focuses everything on all aspects, which really helps me think about all the different aspects of my child’s life. This circle is one of the most useful things.” The circle of courage emphasizes four general needs: belonging, mastery, independence and generosity. When these needs are met, unnecessary behaviors will be reduced and students will feel safer and more closely linked.
Stefanie also deepens her expertise by becoming a trauma and resilience certification expert through Starr Commonwealth’s Certified Course. This training provides her with practical tools to support trauma-affected students, improve classroom climate and promote resilience for each learner. “When we see behavior as communication, it is conveying something to us. It is conveying that there is an unmet need. So finding the need really changes everything.”
“It took us the first 20 minutes to be mindful.”
Today, Stefanie’s classroom is a flexible lab. She integrates gaming, mindfulness and reflection into her daily work. “I like that play [the Starr Commonwealth system] She pointed out that because “just play” is so important. Children need that channel to let go of everything. “Research supports this: Only 15 minutes of game breaks can lead to better learning outcomes.
Her school sees mindfulness as a core practice. “All the seventh graders in my school have mastered the core skills of success. We spent the first 20 minutes working on mindfulness – a mini-class with little mindfulness. We did some different practices and then they had the reflection time of journaling.” This routine not only helped students regulate their emotions, but also built a sense of self-awareness and a sense of belonging.
She also helped her start a self-care day at school where students learn coping skills, stress management and executive function strategies. These days are a regular part of the school calendar these days, providing students with tools they can use throughout their lives.
“Teachers are the most important resource in the classroom.”
Stefanie’s work did not stop with the students. She provides professional development to colleagues and helps many become certified trauma knowledge experts. She believes that teachers’ health and training are the basis for students’ success.
“Teachers are the most important part, right? They are the most important resources in that classroom. If you don’t have a teacher, healthy and take care of yourself, it doesn’t matter which cool, weird tools you have in that classroom.”
Stefanie also stressed the importance of community and connection. “I always start training this way, too. I want to acknowledge the wisdom in the room. I want to acknowledge the background of everyone when we are together. There are a lot of opportunities and I won’t have answers. But we all have different life experiences and I want to take advantage of that because when we use the learning space, we can do more.”
“We have to create safe places before we teach and learn.”
Stefanie Lachenauer’s journey proves the power of traumatic teaching. By focusing on safety, belonging and resilience, she has transformed not only the classroom but the entire school community. The message she gave to educators was obvious: “Before we teach and learn, we have to create safe places, right? When we have safe spaces, we can add everything else. So let’s take care of the foundation first.”
Teaching with trauma is not just a strategy or technology, but also a connection with building real-life connections, meeting students and believing in their potential to grow, heal and succeed.
Bring teaching of trauma information to your classroom.
Take the next step by exploring Starr Commonwealth’s trauma and resilience expert certification. This research-based training provides educators with tools to better understand student behavior, build safe and supportive classrooms, and create meaningful, lasting change. In a world where trauma is too common, your training may be a difference that helps every student thrive.
Listen to all Stefanie interviews here
In this episode Resilience is importantStefanie shares her journey as an experienced educator with mindfulness, SEL and traumatic practices as a leading regional-wide initiative. From building empowerment programs for middle school students to advocating equity and health across the state, she provides practical strategies and heartfelt insights to create a safe, supportive learning environment. Whether you are a teacher, leader or advocate, this conversation will inspire you to lead with compassion and purpose.
To stay in touch with Stefanie, follow her on Instagram, Facebook or LinkedIn.
