Vol. 4(8)

Dr. Karlene Richardson is a certified Health Occupations Teacher.

The J.A.I.M.E. Approach

A Trauma-Informed Framework for Teaching and Learning

The J.A.I.M.E. Approach provides educators with a clear, step-by-step pathway for supporting students holistically — focusing on emotional safety, relationship-building, and empowering students to take ownership of their learning.

But somewhere in the middle of our conversation, Dr. Rechenberg mentioned something that stopped me in my tracks -Trauma-Informed Teaching. I had never heard the term before, but something about it resonated deeply. By the time I got home, I dove into research. And as my students like to say, “once you see it, you cannot unsee it.”

That day marked a turning point. It reshaped my entire approach to teaching. What began as a conversation about engagement became the foundation of a new framework — one that honors students’ emotional realities, empowers them, and redefines what it means to create a classroom where everyone can thrive.

This is my takeaway from that morning, a tribute to Dr. Jaime Rechenberg, whose mentorship quite literally saved my teaching career. I call it The J.A.I.M.E. Approach to Trauma-Informed Teaching, because the best way to honor her impact is to share the strategies that changed everything for me, so they can change things for others too.

Why Trauma-Informed Teaching?

1. Many Students Carry Unseen Burdens
   Not all challenges in the classroom are academic. Some students are navigating stress, loss, neglect, or other traumatic experiences outside of school. Trauma doesn’t always look like a dramatic event, it can be subtle, chronic, or ongoing. Trauma-Informed Teaching recognizes that these experiences affect learning, behavior, and relationships.
2. It Prioritizes Safety and Trust
   Students cannot fully engage in learning if they feel unsafe emotionally or physically. Trauma-Informed Teaching emphasizes creating classrooms where students feel seen, heard, and valued. Psychological safety is the foundation for curiosity, risk-taking, and authentic participation. Psychological safety is the shared belief that the classroom is a safe place for interpersonal risk-taking. Harvard researcher Amy Edmondson defines it as an environment where people feel comfortable being themselves, voicing ideas, and even making mistakes without fear of humiliation or punishment (Edmondson, 2022).
3. It Reduces Misbehavior and Misunderstanding
   Traditional disciplinary approaches often punish students for reactions that are trauma-driven. By understanding the root causes of behaviors, educators can respond with empathy and structure rather than punishment. This fosters accountability and growth without shame. A teacher’s compassion isn’t dependent on knowing every detail of a student’s past hardships. Rather, recognizing that there may be more to a child’s behavior is the beginning of empathy.
4. It Supports Emotional Regulation and Resilience
   Trauma-Informed Teaching equips students with tools to manage emotions, reflect on experiences, and develop resilience. These skills translate into better focus, collaboration, and problem-solving in the classroom and beyond.
5. It Strengthens Teacher-Student Relationships
   Research consistently shows that positive relationships are the most important factor in student success. Trauma-Informed Teaching encourages intentional connection, active listening, and consistent support, which build trust and engagement over time.
6. It Enhances Academic Outcomes
   Students who feel safe, supported, and understood are more likely to engage deeply in learning. Trauma-Informed Teaching doesn’t just address emotional needs, it creates the conditions where curiosity, creativity, and academic growth can flourish.

To note, Trauma-Informed Teaching isn’t just a strategy, it’s a mindset. It shifts the focus from “What’s wrong with this student?” to “What happened to this student, and how can I support their growth?”

Step 1 – J: Join Their World

What it Means: Build authentic relationships by seeing students as whole people — not just learners.
How to Practice:

• Greet students by name every day.
  
• Use check-ins (verbal or written) to gauge emotional states.
  
• Show genuine interest in their culture, passions, and lived experiences.
  Trauma-Informed Lens: Meeting students where they are builds trust and reduces feelings of isolation, which is essential for students impacted by trauma.
  

Step 2 – A: Acknowledge Student Emotions

What it Means: Recognize, validate, and normalize the emotional experiences students bring into the classroom.
How to Practice:

• Use affective language (“I can see this is frustrating for you…”).
  
• Provide calm-down spaces or mindful moments.
  
• Model emotional regulation through your own behavior.
  Trauma-Informed Lens: Validation helps regulate the nervous system and communicates psychological safety.
  

Step 3 – I: Invite student Voice and Student Choice

What it Means: Empower students by giving them a say in how they learn and contribute.
How to Practice:

• Offer choices in assignments, seating, and collaboration.
  
• Invite students to set personal goals and classroom norms.
  
• Actively listen to student feedback and incorporate it into practice.
  Trauma-Informed Lens: Control is often taken away in traumatic situations — choice and agency restore a sense of empowerment.
  

Step 4 – M: Model Resilience to Our Students

What it Means: Be a living example of perseverance, regulation, and problem-solving.
How to Practice:

• Narrate your thought process when solving problems or handling stress.
  
• Celebrate mistakes as opportunities to grow.
  
• Share stories of resilience (your own or others) to inspire students.
  Trauma-Informed Lens: Students who see regulated adults learn that challenges are survivable and growth is possible.
  

Step 5 – E: Equip Students for Their Success

What it Means: Provide the tools, strategies, and scaffolds students need to thrive academically and emotionally.
How to Practice:

• Teach coping strategies (breathing techniques, journaling, self-advocacy).
  
• Break tasks into manageable steps and celebrate small wins.
  
• Connect students to additional supports (counselors, peer mentors).
  Trauma-Informed Lens: Skill-building promotes confidence and helps students create new, positive patterns for learning and life.

#TraumaInformedTeaching #StudentEngagement #ClassroomManagement #StudentMotivation #PositiveClassroomCulture
#EngagedLearning #EmpoweredStudents #TeachingTips #ClassroomSuccess #TeacherResources

References

Edmondson, A. (2022). Leading in tough times: HBS Faculty member Amy C. Edmondson on psychological safety. Harvard Business School. Retrieved from https://www.hbs.edu/recruiting/insights-and-advice/blog/post/leading-in-tough-times