It’s not always easy to recognize #trauma in our students, since everyone responds to trauma differently. In this episode, Shey and Anna speak with guest Sherry MacKay about how to define trauma, how it might appear in our classrooms, and how teachers can be sensitive to students experiencing trauma. 💜 Friends of the Podcast! 💜We’re working on a new, exciting episode format where we integrate the voices of our listeners from around the world! 🎙️Would you like to be featured? Check out our Twitter, Instagram and Facebook pages to learn how, and submit your responses at bit.ly/pod_friends. References & resources Dana, Deb (2020). Polyvagal exercises for safety and connection. W.W. Norton & Company. Mate, D.G. (2018). In the realm of hungry ghosts. Vermilion. Porges, S. W., Porges, S. W., & Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. First Edition; the pocket guide to the polyvagal theory: The transformative power of feeling safe. first edition. W.W. Norton & Company. The Polyvagal Theory, Nerd Nite. The Vicarious Trauma Toolkit, Office for Victims of Crime Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking. Further listening: For a discussion about supporting your students through challenging moments, listen to Episode 6 - “Teaching and PD through the pandemic” and Episode 21 - “Addressing current events in the classroom” Questions for Reflection: How has trauma manifested itself in your classroom? How do you address trauma in the classroom? What recommendations or resources would you suggest for a new teacher?

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