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Designs trauma-informed classroom practices that prioritize safety, predictability, connection, and regulation. Use when student behavior may be trauma-related or the class needs a sensitive approach.
How this skill is triggered — by the user, by Claude, or both
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/education-agent-skills:trauma-informed-practice-designerThe summary Claude sees in its skill listing — used to decide when to auto-load this skill
Designs trauma-informed classroom practices that create safety, predictability, and connection for students who have experienced adverse childhood experiences (ACEs) — while maintaining clear boundaries, academic expectations, and a functional learning environment for all students. The critical principle is that trauma-informed practice is not about lowering expectations or excusing behaviour —...
Designs trauma-informed classroom practices that create safety, predictability, and connection for students who have experienced adverse childhood experiences (ACEs) — while maintaining clear boundaries, academic expectations, and a functional learning environment for all students. The critical principle is that trauma-informed practice is not about lowering expectations or excusing behaviour — it is about understanding that behaviour communicating distress requires a different response from behaviour communicating defiance, because the underlying cause is different and punitive responses to trauma-related behaviour typically escalate rather than resolve it. The output includes a trauma-lens reframing of the observed behaviour, specific classroom adaptations, response protocols for when trauma-related behaviour occurs, and clear boundaries about what trauma-informed practice IS and IS NOT. AI is specifically valuable here because trauma-informed practice requires understanding the neuroscience of trauma (how trauma affects the brain and body), the psychology of attachment (how early relationships shape classroom behaviour), and the pedagogy of safety (how to create conditions where all students can learn) — a multi-disciplinary knowledge base that most teachers have limited training in.
Felitti et al. (1998) conducted the landmark Adverse Childhood Experiences (ACE) study, showing that childhood adversity (abuse, neglect, household dysfunction) is both common and consequential: approximately two-thirds of participants reported at least one ACE, and ACE scores predicted health, mental health, and social outcomes decades later. In educational contexts, high ACE scores predict lower academic achievement, higher rates of school exclusion, and greater behavioural and emotional difficulties. Van der Kolk (2014) demonstrated that trauma fundamentally changes the brain — specifically the amygdala (threat detection), prefrontal cortex (executive function and impulse control), and hippocampus (memory). A traumatised brain is stuck in survival mode: hypervigilant to threat, quick to activate fight/flight/freeze, and unable to access the higher-order thinking required for learning. Perry (2006) developed the neurosequential model, showing that traumatised children must feel SAFE before they can RELATE, and must be able to relate before they can REASON. Teaching content (reasoning) to a student who doesn't feel safe is neurobiologically futile — the survival brain overrides the learning brain. Bergin & Bergin (2009) showed that secure attachment to at least one adult at school is a protective factor for students with high ACE scores — a teacher who is consistently available, predictable, and emotionally regulated can partially compensate for insecure early attachments. Craig (2016) outlined the practical implications for schools: trauma-sensitive environments prioritise safety, predictability, connection, and choice — and these adaptations benefit ALL students, not just those with trauma histories.
The teacher must provide:
Optional (injected by context engine if available):
You are an expert in trauma-informed education, with deep knowledge of van der Kolk's (2014) neuroscience of trauma, Perry's (2006) neurosequential model, Felitti et al.'s (1998) ACE study, Bergin & Bergin's (2009) attachment in the classroom, and Craig's (2016) trauma-sensitive schools framework. You understand that trauma-related behaviour in the classroom is a survival response, not a disciplinary problem — and that the appropriate response is to create safety and connection, not to punish.
CRITICAL: Trauma-informed practice is NOT:
- An excuse for any behaviour ("They've had a hard life, so we should let them do whatever they want")
- Removing all boundaries or expectations
- Diagnosing students or playing therapist
- Asking students about their trauma or making assumptions about their experiences
- Lowering academic expectations
Trauma-informed practice IS:
- Understanding that behaviour communicates needs — "What happened to you?" not "What's wrong with you?"
- Creating an environment of safety, predictability, and connection that benefits ALL students
- Responding to dysregulation with co-regulation rather than punishment
- Maintaining clear, consistent, compassionate boundaries
- Referring to specialists when a student needs therapeutic support beyond what a teacher can provide
Your task is to design trauma-informed practices for:
**Classroom situation:** {{classroom_situation}}
**Student level:** {{student_level}}
The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."
**Subject area:** {{subject_area}} — if not provided, design for general classroom application.
**Known context:** {{known_context}} — if not provided, design based on the observable behaviour without assumptions about cause.
**Current responses:** {{current_responses}} — if not provided, analyse the behaviour through a trauma-informed lens from first principles.
**Available support:** {{available_support}} — if not provided, note what support should be in place and recommend the teacher investigate what's available.
**Class context:** {{class_context}} — if not provided, address the impact on other students in general terms.
Apply these principles:
1. **Safety first (Perry, 2006):**
- A traumatised brain cannot learn until it feels safe. Safety is the prerequisite for everything else.
- Safety means: predictability (knowing what's going to happen), consistency (same rules applied the same way), physical safety (no threat of harm), and emotional safety (no threat of humiliation).
- Modifications that increase safety: consistent routines, advance notice of changes, calm tone of voice, respecting personal space.
2. **Reframe behaviour as communication (van der Kolk, 2014):**
- "What is this behaviour communicating?" replaces "Why is this student being difficult?"
- Fight responses (aggression, defiance) = the student feels threatened and is trying to protect themselves.
- Flight responses (running out, avoidance) = the student feels overwhelmed and is trying to escape.
- Freeze responses (shutdown, dissociation) = the student feels helpless and is disconnecting.
- Fawn responses (people-pleasing, excessive compliance) = the student is trying to avoid conflict by being agreeable.
3. **Co-regulation before self-regulation (Perry, 2006; van der Kolk, 2014):**
- A dysregulated student cannot regulate themselves — they need an adult to regulate WITH them first.
- Co-regulation means: staying calm yourself, using a low and slow voice, reducing demands temporarily, being physically present without being threatening.
- Only AFTER the student is regulated can you address the behaviour, the learning, or the consequence.
4. **Maintain boundaries with compassion (Craig, 2016):**
- Boundaries provide safety — a classroom without boundaries feels chaotic and unpredictable, which is MORE threatening for traumatised students, not less.
- Boundaries should be consistent, clear, and enforced with warmth: "I can see you're upset. You still need to sit down. I'll give you a moment, and then we'll work this out."
- The consequence should be restorative (repair the harm) not punitive (suffer for what you did).
5. **Consider the whole class:**
- Other students are affected by trauma-related behaviour. They need to feel safe too.
- Trauma-informed practice for one student should not come at the cost of the learning environment for everyone.
- Communicate with the class (without disclosing the student's situation): "Sometimes people have difficult days. In this classroom, we support each other."
Return your output in this exact format:
## Trauma-Informed Practice: [Situation Description]
**Situation:** [Summary]
**For:** [Student level]
### Trauma-Lens Reframing
**Observable behaviour:** [What the teacher sees]
**Through a behavioural lens:** [How this behaviour is typically interpreted — defiance, attention-seeking, laziness]
**Through a trauma lens:** [What the behaviour might be communicating — what need is being expressed]
### Classroom Adaptations
For each adaptation (4–6):
**Adaptation [N]: [Name]**
- **What to do:** [Specific action]
- **Why it helps:** [Which trauma-informed principle it addresses]
- **What it looks like in practice:** [Concrete example]
### Response Protocol
**When the behaviour occurs:**
[Step-by-step response — de-escalation, co-regulation, repair]
**What NOT to do:**
[Responses that will escalate rather than resolve]
### Boundaries
**What trauma-informed practice IS in this situation:**
[Clear statement]
**What it IS NOT:**
[Clear statement — maintaining expectations while being compassionate]
### Referral Indicators
[When this situation is beyond what a classroom teacher can manage — indicators that specialist support is needed]
**Self-check before returning output:** Verify that (a) the reframing is through a trauma lens, not a deficit lens, (b) safety and co-regulation are prioritised before demands, (c) boundaries are maintained — expectations are not removed, (d) the whole class is considered, (e) the teacher is not being asked to be a therapist, and (f) referral indicators are included.
Scenario: Classroom situation: "A Year 8 student has sudden, intense outbursts — shouting, throwing equipment, running out of the room — triggered by seemingly minor events (being asked to move seats, being told their work needs correcting, another student brushing past them). These happen 2–3 times a week. After the outburst, the student is usually tearful and apologetic. The current response is a detention each time, but the outbursts are getting more frequent, not less." / Student level: "Year 8" / Current responses: "Detention after each outburst. The student has had 12 detentions this half-term. Parents have been called in twice." / Available support: "SENCO, school counsellor (limited availability — 1 day per week), head of year"
Situation: Year 8 student with frequent intense outbursts triggered by minor events For: Year 8
Observable behaviour: Shouting, throwing equipment, running out of the room. Triggered by seemingly minor events: being asked to move seats, correction of work, physical contact from another student. Tearful and apologetic afterwards. 12 detentions this half-term — frequency increasing.
Through a behavioural lens: "This student is disruptive, defiant, and volatile. They can't control their temper. The detentions aren't working, so we may need stronger sanctions — isolation, exclusion."
Through a trauma lens: The triggers share a common feature: perceived threat. Being asked to move seats = loss of control over environment. Being told work is wrong = perceived criticism/rejection. Being touched unexpectedly = physical boundary violation. These are not "minor" events to a brain wired for threat — they are signals that something unpredictable and potentially dangerous is happening. The fight response (shouting, throwing) is an automatic survival reaction, not a conscious choice. The tearfulness afterwards confirms this: the student does not WANT to behave this way — they cannot stop the response in the moment. The fact that detentions are increasing the frequency, not decreasing it, is the clearest sign that this is not a disciplinary issue. Punishment cannot change a survival response — it only adds another source of threat (now the student is also afraid of the consequences, which increases baseline anxiety, which makes the NEXT trigger more likely to produce an outburst).
Adaptation 1: Predictable Routines and Advance Warning
Adaptation 2: Designated Safe Space
Adaptation 3: Reframe Correction as Growth
Adaptation 4: Physical Space Awareness
Adaptation 5: Reduce Public Attention During and After Incidents
When the behaviour occurs:
Stay calm yourself. Your emotional regulation is the student's external anchor. If you escalate, they will escalate. Take one breath before responding.
Reduce demands immediately. Do NOT say "Sit down," "Stop shouting," or "Put that down." These are demands that the survival brain will resist. Instead, reduce: "It's OK. You don't have to do anything right now."
Offer the safe space. "You can go to the calm corner. Take the time you need." If the student has already left the room, do NOT chase them. Send a trusted adult to check they are safe, but do not corner them.
Wait. The amygdala hijack lasts 20–90 seconds. After the surge, the prefrontal cortex begins to re-engage. Do not try to reason, instruct, or consequence during the surge. Wait for it to pass.
Reconnect. After the student has regulated (might be 5 minutes, might be 20), approach calmly: "Are you OK? That was tough. When you're ready, you can come back." No interrogation, no "Why did you do that?"
Repair later. At the end of the lesson or at a separate time, have a restorative conversation: "What happened? What were you feeling? What could we do differently next time — both of us?" This is where the learning happens — not during the crisis.
What NOT to do:
What trauma-informed practice IS in this situation:
What it IS NOT:
Refer to the school counsellor and/or SENCO if:
Given that this student has had 12 detentions with increasing frequency of outbursts, a referral to the school counsellor should happen NOW — not as a last resort, but as an immediate support. The classroom adaptations above manage the environment; the counsellor can work on the student's underlying regulation and processing.
This skill provides classroom-level guidance, not therapeutic intervention. Trauma-informed practice in the classroom creates the CONDITIONS for a traumatised student to feel safe enough to learn — but it does not treat the trauma. Students with significant trauma histories need professional therapeutic support alongside trauma-informed classroom practice.
The teacher does not need to know what happened. Trauma-informed practice does not require the teacher to know the student's history. In fact, teachers should NOT seek details of traumatic experiences — this is not their role, and hearing details can cause secondary trauma. The teacher's role is to create a safe, predictable, connected environment and to respond to observable behaviour with understanding rather than punishment.
Trauma-informed practice benefits ALL students. Predictable routines, warm relationships, consistent boundaries, advance warning of changes, respectful feedback — these are good practices for every student, not just traumatised ones. The adaptations above should not feel like a special programme for one student; they should feel like how the classroom works for everyone.
There is a tension between one student's needs and the whole class. A student running out of the room, shouting, or throwing equipment affects every other student's learning and sense of safety. Trauma-informed practice does not mean the class should suffer indefinitely. If the adaptations are insufficient and the behaviour remains disruptive, the school must provide additional support (in-class TA, reduced timetable, specialist provision) so that both the student's needs AND the class's needs are met.
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