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Trauma-Informed Schools: Responding to Student Behavior from a Trauma Informed Lens

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1.  Which of these is NOT required for a student to be able to maintain regulation when under distress? Frustration tolerance Emotional regulation capacity Punitive discipline Felt sense that it is okay to make mistakes

2.  Which terms does Dan Siegel use to describe the capacity of our nervous system to shift states? Accelerator and brakes Stopping and going On and off Green and red

3.  Which of the following is not an example of something that contributes to a nervous system shifting to a state of chronic hyperarousal? Living in chronic danger Having your needs met reliably Having your needs met unreliably Being responded to with criticism and harshness

4.  Which of the following is NOT a common example of something that may be perceived as unsafe in the school environment (especially for students with a history of trauma/attachment wounding)? Loud noises Getting a good grade on a test Harsh body language Making a mistake

5.  Behavior is an indication of the level of an individual’s sense of connection, regulation, and ______________________. Morality Remorse Commitment Felt Safety

6.  Traditional behavior management strategies do not take into consideration the impact of _______________________ on behavior. Grades Emotions Nervous System Regulation Happiness

7.  Which of the following activities promote regulation? Dancing Chanting Playing catch All of the above

8.  According to Dr. Bruce Perry, anything that is rhythmic, repetitive, and ___________________ promotes regulation. Relative Realistic Relational Relevant

9.  Which of the following is an important shift in changing how we respond to challenging student behavior? Shifting from “this is a bad student” to “this student is having a hard time” Shifting from “I have to help this student” to “this student has to help themself” Shifting from outside recess to inside recess Shifting from expulsion to suspension

10.  Which of the following is an important component of responding to student behavior in trauma informed manner? Being proactive rather than reactive Understanding our own activation Teaching students to identify and monitor their internal states All of the above