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When training teachers on trauma-informed classroom strategies, the most frequent pushback I hear is “I don’t have enough time or resources.” Maybe this is because we start with d…
When training teachers on trauma-informed classroom strategies, the most frequent pushback I hear is “I don’t have enough time or resources.”
Leading with empathy: Trauma, culture, and inclusive education in New Zealand
This post draws on my own research into leadership, culture, diversity, and trauma-informed practice in New Zealand education. But it is also deeply personal. These aren't just academic findings for me; they reflect my lived reality as both a teacher and a parent navigating the system with my own child.
When I think about inclusive education, I can't separate my two roles: Secondary school teacher and parent of a neurodivergent child. Those perspectives constantly inform each other, sometimes in ways that challenge me, and often in ways that deepen my commitment to making sure every learner feels safe, valued, and able to succeed. New Zealand has made big strides towards inclusion. Our policies, like the Education Act 1989, enshrine every child's right to an education that meets their needs. Our bicultural foundation honours Māori perspectives, and our multicultural classrooms reflect the diversity of our society. But policy is only the starting line. The real work happens in the day-to-day interactions between teachers, leaders, students, and whānau.
Leadership matters - more than we admit
Inclusive education cannot survive without strong leadership. Effective leaders don't just "support diversity" in words, they create cultures where diversity is the norm and difference is celebrated. They understand neurodiversity, foster professional learning, and make space for staff to adapt their teaching for a wide range of needs. But leadership in this space is hard. Many school leaders haven't had in-depth training in inclusive practice, and balancing administrative demands with genuine inclusivity is a constant juggle. Without ongoing professional development, inclusive intentions can get sidelined by assessment targets and timetables.
Culture as a foundation, not an add-on
In Aotearoa, inclusion cannot be separated from culture. The Treaty of Waitangi underpins our obligation to honour Māori perspectives, and culturally responsive pedagogy ensures we see our students in the fullness of their identities. When we value te ao Māori alongside other cultural traditions in the classroom, we send a powerful message: you belong here. But it's not just about curriculum content. Culture shapes how students learn, how families engage, and how safe a child feeds in a school environment. Inclusion that ignores culture isn't really inclusion at all.
The weight of trauma in the classroom
Trauma changes how the brain works. It can keep a student's amygdala on high alert, ready to jump into fight-or-flight at the smallest trigger. It can slow the prefrontal cortex, making planning, emotional regulation, and decision-making harder. And it's not always visible. When we work with students who have experienced trauma, a trauma-informed approach is essential. That means creating a sense of safety before we expect academic risk-taking, building trust through consistent and respectful relationships, and offering flexibility without lowering expectations. Small practices, like one-on-one check ins, predictable routines, and sensory-friendly spaces can make a big difference.
What my two roles have taught me
Raising a neurodivergent, non-verbal child has made me fiercely protective of inclusive values. I have seen what happens when a school gets it right: a child feels confident, a family feels supported, and learning becomes possible. I have also seen the other side, when inflexible systems or unconscious bias erode that sense of belonging. As a teacher, that perspective forces me to examine my own practice, challenge my assumptions, and embrace frameworks like Universal Design for Learning (UDL). UDL isn't just about meeting the needs of students with identified learning differences, it is about designing learning so everyone has multiple ways to engage, understand, and show what they know.
Moving forward
True inclusion in New Zealand classrooms will require:
Leaders who prioritise inclusivity alongside academic outcomes.
Culturally responsive teaching embedded across the curriculum.
Trauma-informed practices as a standard, not an exception.
Collaboration between schools and whānau as equal partners.
A commitment to continuous learning, for staff, leadership, and communities.
Inclusion isn't something you "achieve" and then tick off a list. It is a living commitment, shaped by the people in our classrooms, our communities, and our homes. It is hard work, but it is also the work that makes every other success possible.
Teachers need to be aware that some of the trappings of mindfulness -- sitting with eyes closed -- could be triggers for students who have experienced trauma.
Mindfulness is a fast growing trend both in the world generally and in schools. Teachers are turning to the practice as a simple way to restore calm to the classroom, help students find some quiet space, and build self-regulation skills. Some teachers say their personal mindfulness practice has helped them respond more calmly to students and helps them keep perspective. But it’s also important to realize that some of the ways mindfulness is practiced -- sitting still, eyes closed, in silence -- can also be triggers for students who have experienced trauma.
“This isn’t about calming down,” said Sam Himelstein, a clinical psychologist, trainer and author who has spent most of his career working with incarcerated youth. “Calming down is great and it is a skill that youth can get better at. But if we’re talking about mindfulness, at its core, we are just talking about being present with whatever it is.”
Himelstein has worked with teachers who get upset when students don’t want to engage in mindfulness a certain way -- perhaps they don’t want to close their eyes or won’t sit the recommended way. But none of those things are truly about mindfulness, Himelstein said. Forcing students to engage with the practice in prescribed ways may do more harm than good, especially if the student has experienced trauma.
“You never want to force people to close their eyes,” he said. That alone can cause trauma for some kids. “The goal is not to turn people into meditation monks. It’s just about learning to turn inwards and practice self-awareness.”
Himelstein has a lot of empathy for the young people he works with because he was an angry kid. He got into trouble in his early teenage years for drugs, and was sent to juvenile hall seven times. He also spent a lot of time in group homes once released, and it was there that a skilled mentor put him in a leadership position and sparked a desire in Himelstein to do counseling. ....
Teacher friends! <3
Teacher friends!
Everyone is traumatized by the events of 2020 Everyone knows someone who has recovered or perished due to covid. Everyone can see the racial, political, and socio-economic divides in the -United- States. Everyone has seen or heard about what happened to George Floyd. Everyone is impacted by Black Lives Matter, the mission to defund the police, and schools deciding whether to re-open or go…
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Not being able to see students face-to-face can create a huge challenge to educators who are teaching with a trauma informed lens. However, some of those in-person best practices can help inform what teachers do while distance learning.
Teachers need to be aware that some of the trappings of mindfulness -- sitting with eyes closed -- could be triggers for students who have experienced trauma.
TRAUMA SENSITIVE MINDFULNESS
“A trauma-informed lens is, ‘this behavior may be a result of some sort of trauma.’ Or even better, ‘this may be a way for them to protect themselves,’ ” Himelstein said. There are some common issues he sees when trauma interacts with mindfulness.
Students don’t take the activity seriously
Students are triggered by silence because it feels like a storm is brewing, so they don’t want to be quiet
Students feel too many requests are made of them without the requisite trust being built up
Students exhibit avoidance behavior
Himelstein says building an authentic relationship is key to accessing the trust required to make mindfulness effective. For some kids, chaos is part of trauma so when adults are unpredictable they can’t be trusted. That’s why being a “predictable adult” is a good way to be authentic with kids. ...
Teachers need to be aware that some of the trappings of mindfulness -- sitting with eyes closed -- could be triggers for students who have experienced trauma.
A caring teacher can create a new template about adults, says Patricia A. Jennings, one that says, "Teachers are caring, kind people who want to help me."
