Book of the Month November 2023 - The A-Z of Trauma-Informed Teaching

The A-Z of Trauma-Informed Teaching: Strategies and Solutions to Help with Behaviour and Support for Children Aged 3-11 Paperback – 21 Aug. 2023 by Sarah Naish (Author), Anne Oakley (Author), Hannah O'Brien (Author), Sair Penna (Author), Daniel Thrower (Author)

It is clear from the outset that this book is based on extensive and varied experience of working and living with children who have experienced trauma and adversity.  It is the latest addition to Sarah Naish’s range on therapeutic approaches to responding to the distressed behaviour of traumatised children.  While we may be hesitant to apply the ‘A-Z’ approach to this topic in an educational context, as it is about so much more than a list of strategies, it is acknowledged early on that there is no quick fix.
 
There are two possible ways of reading this book: from cover to cover; or by dipping in according to the particular area of concern or interest and reading the relevant section.  The format allows for both but the former is most recommended.  In so doing, the reader will come to an appreciation of the interrelated nature of many of the issues with which children present as well as gain a deep understanding of what is needed if we are to be truly trauma-responsive in the classroom. 
 
Part 1 offers us a brief tour of the latest thinking and approaches in this field and as such provides a good theoretical backdrop to what follows in Part 2.  It is here where we find the real strength of this book, that is the vast array of practical strategies offered.  The A-Z is a comprehensive list of possible behaviours and issues related to trauma and while it is worth going straight to the aspect with which the reader has most concern, a flick through the book also enlightens us to topics which we perhaps hadn’t considered previously.  For example, the sections on ‘charming’ and ‘choosing difficulties’ highlight how the impact of trauma may manifest itself in so many different ways.
 
Each section has a ‘what is looks like’ and ‘why it might happen’ notes as well as preventative and follow-up strategies, all expressed in no-nonsense language and peppered throughout with examples from previous experience.  The child is placed firmly at the centre throughout but we are prompted also to reflect on our own expectations and responses – this is crucial if we are to truly meet the needs of these children (all children, in fact).  Indeed, upon reading this book we may come to a greater appreciation that being ‘trauma-informed’ is often not dependent on supplementary resources but rather a more simplistic but incredibly powerful way of looking at children and their behaviour.  One example of this is ’keeping in mind’ – the power of those extra words, a postcard, objects which just relay to the child that they are being thought of, and remembered.
 
The themes which stand out across this A-Z reflect the need for a child to feel safe in the classroom environment as well as approaches which prioritise relationships, understanding and empathy.  There is great creativity in some of the very practical strategies offered, for example when preparing for a fire drill and an opportunity at times to see what we are aspiring to (e.g. emotional regulation).  Alongside this, though, there is acceptance that what will really change the life paths of these children is understanding, care and consistency over a long period of time.  Perhaps one of the first steps in this is to read this book!

By Dr Christine McKee
Lecturer in Teacher Education, University of Glasgow

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