All learners bring their own unique experiences with them when they enter a classroom or sit down with a tutor. Recognizing the value and impact of students' backgrounds is key to creating the type of safe and supportive learning environment needed for students to progress. 

In any teaching context, it is important to consider possible traumatic events or experiences in students' lives - this is especially true when working with refugee and immigrant populations.  Trauma can have serious consequences for learners. Research shows that "the adult learner with a history of trauma or a background of educational failure or humiliation is sensitized and moves along the arousal continuum faster in the face of significantly less challenge or perceived threat" (Perry, 2006). Imagine a prolonged state of "fight, freeze, or flight," and how that could affect your ability to focus on details, retain information, and organize your thoughts or physical surroundings.

At the same time that it is vital for teachers and tutors to understand the impact that trauma may have on their students, we must also be cautious not to "self-diagnose" or make assumptions about students. Do not presume that all immigrants and refugees have experienced trauma or are suffering from undiagnosed PTSD. Approaching instruction and tutoring from a Universal Design for Learning (UDL) framework that "improves and optimizes" instructional strategies for "all people based on scientific insights into how people learn" is a way to ensure that any student is served to the best of their potential and the best of your ability as a tutor or instructor. This framework doesn't limit the focus "only to survivors," but instead builds "a universal approach" ( Wilson, 2016).

Below are some strategies and suggestions that are easily implemented in class and tutoring sessions. They are universal approach strategies that can benefit all types of learners:

Physical space:  Check with your students about the physical space and what they feel comfortable with. It may be a good idea to leave doors and windows ajar.  Never approach a learner from behind or stand over them. While it is quite natural for teachers and tutors to approach sitting students from behind to assist with work or point out something from a standing position, this movement and physical arrangement can be triggering for some students. Try to keep your physical presence within a learner's direct line of sight.

Personal sharing:  When discussing students' lives, backgrounds, families, or any other personal information, be sure to offer activities that allow learners to share as little or as much as they choose.  If you share a plan for the lesson at the beginning, students will be able to make decisions about their ability to engage and how much they want to participate.

Structure:  Create structure and predictability for your student. You can do this with daily classroom or tutoring routines.

Timing:  Keep learning sessions short and allow students to take breaks often.

Process language:  Helpful process expressions include giving  simple and familiar directions, making  inquiries, i nviting responses, agreeing/disagreeing, giving advice, and making suggestions. This will help students complete tasks without needing to focus on lengthy explanations and give them the ability to ask questions when they don't understand. The type of language will depend on the level and focus of your student. 

Non-textual input:  Learners who have issues with retention and concentration can benefit from activities that include movement, music, art, and other non-textual visual cues.

Community:  Find out about community resources. While teachers and tutors are not counselors, they still can and should be aware of the various services that their students may need or benefit from.

Additional Resources:

Trauma-Informed Adult Education

Trauma-Informed Advising, Teaching, & Learning

Trauma-Sensitive Schools Training Package