Given recent events - which I will not be discussing at length - this seems like the best way to start this blog. Many students coming into your classroom this week, later this season, and next year will be carrying baggage you may have no idea about. So let's talk about it.
First off, what is trauma? What "counts" as "traumatic"?
Trauma is defined as an adverse experience that causes longterm feelings of fear, unsafety, isolation, powerlessness, and/or despair, even after the event that caused the event has passed.
Traumatic events can vary greatly; some examples that might not be surprising are physical or sexual abuse, severe medical conditions of the child or someone they know, car accidents, house fires, death of a family member or loved one (including pets), and natural disasters like floods or hurricanes - especially if the family experienced significant loss as a result. But some things that are less often associated with trauma are poverty, medical mistreatment (ie the child is physically healthy, but a doctor abused them in some way in the process of a legitimate medical care appointment), being part of a minority group (race, religion, gender, sexuality, or disability), food insecurity, moving house (especially frequently), homelessness, community violence, neglect, bullying, and even being part of a religion.
In short, trauma occurs when a child is made to experience too much, too fast, too soon, or too cruel.
So, how do we approach such a wide array of experiences?
First and foremost, it is my firm belief that all teachers should take at least one accredited training course on trauma informed approaches to teaching, if possible. There is no substitute for hearing from professionals and survivors directly.
That said, here are some ways you can start to make your dance classes more trauma-safe:
Always ask before physically touching students, and make it clear beforehand that they are allowed to decline without fear of you getting angry or thinking badly of them. Bonus points if you can model this exchange with another teacher or an older student who already knows the routine.
Take an interest in your students as people. It might sound trivial, or even unprofessional to some, but letting your students tell you about what they did over the weekend or the latest drama in their homeroom at school - and taking an honest interest in it - is one of the fastest ways to build a connection with them and show them that you are safe to talk to. Adults who are dismissive or standoffish give children little indication that they will care if a problem is "bad enough", and children often can't discern if their problem is "bad enough" to begin with, especially if it's their norm. When you open yourself up to communicating about the mundane stuff - favorite music, hobbies, etc - then your students start to see you as an adult who cares about them, not just "my teacher".
Follow diverse voices online and start to learn about the experiences of others. What are the preferred way(s) a Deaf student might want you to get their attention? What kind of meaning might a Black student associate with their hair and/or the hairstyle(s) or dress code your studio is requiring? How might your dress code impact an lgbtq+ student, or a physically disabled student? Does any of your music or your activities contain things that you maybe need to revisit? The more you learn about other people, the more you learn what things might come up.
When costuming, be mindful. Many children may be uncomfortable in the tiny two piece bikini-style costumes that are so popular now. If you're considering one, why? Is it necessary for it to be a two piece? Would the costume work just as well with a solid colored leotard added underneath? If you have your heart set on this two piece, ask your students. Show them the costume, and then with everyone's eyes closed, ask them to quietly raise their hand if they would be comfortable wearing it. If any students are not comfortable with it, find a new costume that is one piece/full coverage.
Practice seeing the communication behind behavior. All behavior is communication. Sometimes it's clear - the child fell and now they're scared to try it again because falling hurt and they don't want to get hurt again. But sometimes it's not so obvious. Maybe your student isn't refusing to put her dance shoes on because she's trying to be difficult, but instead because she subconsciously associates the phrase "put your shoes on" with the night her and her mother ran away from her abusive dad, and that phrase makes her feel afraid and destabilized again. Or maybe your student is refusing to stand still because he associates standing still in an open space with standing still at home while he gets yelled at. Often we can never truly know the reason a child acts the way they do, but sometimes you can see the need inside the behavior. Does the first student react better when you say "it's time to tap!" instead of "put your shoes on"? Does the second student pay attention when sitting or given an acceptable way to move while you give directions? Once you understand the need, you can find ways to accommodate it.
But what about when kids do talk about their trauma?
Firstly, make sure you keep those conversations to before or after class. They're private, and everyone in their class doesn't need to hear about it, nor is it an appropriate use of the class time others are paying for. If the time the child has chosen isn't appropriate, practice the phrase "this sounds like something really important that you want to talk about, and I want you to tell me about it. Right now I need to give my attention to everyone in class, so let's talk after class when I can give my attention to just you, okay?" The child is validated that their needs are important, and you've set a boundary about appropriate communication within the space. Make sure you follow up with that student after class, though, as some may lose the nerve to approach you a second time. If they make no move to come over, it's perfectly appropriate to say "Hey Amara, let's chat for a minute before you go".
When a child discloses trauma to you, whether past or ongoing, it's important that you respond thoughtfully. You may be the first adult that they have told, and dismissing them can lead to them not reaching out for help again.
First, validate them: "thank you for trusting me enough to tell me that. It's very brave of you to share that information."
Don't assume their thoughts or feelings on their trauma. They may be scared, but they may also be sad, angry, or even numb to it. Instead, admit your inability to know their experiences, and ask them to advocate for themselves: "I can't imagine how that might make you feel. Is there anything you need from me to help you feel safer in our class?"
Finally, clarify next steps. Do they want or need help telling a parent? Is there an ongoing situation that you have tor report (many states consider dance teachers mandatory reporters)? Whatever happens next, make sure both you and the student are clear on what will happen next.
It can be really hard to know what to say when students come to you with trauma. Right now, many are probably coming in with a lot of fear and uncertainty. Don't make promises you can't guarantee, but do give them the opportunity to communicate their questions and concerns, and respond honestly as best you can. If students want to discuss current events, ensure they're doing so in a way that maintains the studio as a kind and safe place for everyone.
Thanks for reading, everyone.
