Vol. 4(20)
A student becomes triggered in class and suddenly shouts. The disruption is loud, unexpected, and emotionally charged. In that same moment, the teacher, already carrying stress, fatigue, or even unresolved trauma, reacts sharply. Their voice rises. Their body language tightens. Reacting from that place, the teacher’s tone and actions escalate the situation, further intensifying the student’s distress. The response is not just about the behavior in front of them, it is shaped by past experiences, pressure, and emotional strain. What begins as a moment of dysregulation quickly spirals into a chaotic classroom environment. The student, now feeling misunderstood or threatened, escalates further. Within seconds, the classroom shifts from a learning environment to a space filled with tension, confusion, and emotional dysregulation.
This is an example of Reverse Trauma-Informed Practice in Teaching (Reverse TIPT), when both student and educator are reacting from unaddressed emotional experiences, each amplifying the other.
In today’s classrooms, much of the conversation around trauma-informed practice focuses, rightfully, on students. We are trained to recognize triggers, de-escalate behaviors, and create safe, supportive learning environments. But what happens when the emotional responses in the room are not one-sided? What happens when teachers have unresolved trauma that shows up in their responses to students and may end up escalating the situation further instead? What happens when students and teachers trigger each other?
What Is Reverse Trauma-Informed Practice in Teaching?
This dynamic reflects what Dr. Karlene Richardson coined as Reverse Trauma-Informed Practice in Teaching (Reverse TIPT).
Reverse TIPT occurs when:
- A student’s behavior triggers an emotional response in the teacher
- The teacher reacts from a place of stress or unresolved trauma
- That reaction intensifies the student’s behavior
- Both individuals become caught in a cycle of escalation
At this moment,the student needs support, however the teacher is not regulated enough to provide the support, experiencing unresolved trauma.
Why Does This Matters?
Educators are human. They bring their full selves into the classroom, their experiences, stressors, responsibilities, and yes, their own trauma. However, systems often expect teachers to be endlessly patient, calm, and regulated without providing the tools or support necessary to sustain that expectation.
When we overlook teacher well-being:
- Classroom management becomes more reactive than responsive
- Relationships between students and teachers can fracture
- Teacher’s burnout increases
- Student outcomes are impacted
A trauma-informed classroom cannot exist without trauma-informed support for educators. Perhaps creating a professional develop to assist teachers with strategies to identify unresolved trauma may be the solution.
Shifting the narrative: Teachers need support
To move forward, we must expand our lens. Trauma-informed practice should not stop with students, it must include the educators guiding them.
Here are five (5) key shifts to consider:
- Let's normalize the conversation
Create safe spaces where educators can talk openly about stress, triggers, and emotional responses without fear of judgment. - Annual Professional Learning should include training on self awareness
Support teachers in recognizing their own triggers and developing strategies for self-regulation alongside student-centered practices. - There should be a system of support for teachers
Offer access to mental health resources, peer support groups, and reflective practices within schools. - Where is the tool box that encourages pause over reaction?
Empower educators with tools to pause, breathe, and respond intentionally rather than react instinctively. - Empathy for one, Empathy for all
Extend the same empathy we offer students to the educators who show up for them every day.
A stragegic plan
If we truly want classrooms that are safe, inclusive, and emotionally supportive, we must recognize that healing and regulation are collective responsibilities.
Reverse Trauma-Informed Practice in Teaching challenges us to ask:
- How are we supporting the emotional well-being of educators?
- What systems are in place to prevent escalation, for both students and teachers?
- How can we build classrooms rooted in mutual understanding and care?
The work begins with awareness, but it must continue with action.
Let’s support our teachers. Let’s support our students.
Let’s start the conversation.
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