Yard
True or False: Being trauma-informed means having no boundaries with students.
False
Which factors can contribute to students shutting down at school?
A. Stress from home or community experiences
B. Academic frustration or language barriers
C. Social pressure or fear of getting in trouble
D. All of the above
D. All of the above
True or False: Repeated shutdowns or escalations should be shared with Admin or Counseling.
True
True or False: If a student shares concerning thoughts, staff should promise to keep it a secret.
False.
Which behaviors may be signs of emotional overwhelm rather than defiance?
A. Avoiding eye contact or isolating from peers
B. Slow movement or refusal to transition
C. Frequent nurse or bathroom visits
D. All of the above
D. All of the above
Scenario (What would you do?): A student sits alone at lunch, hood up, and hasn’t eaten.
Approach calmly and privately
Offer support without pressure
Provide simple choices
Share observations if it continues
Scenario (What would you do?): A student freezes when asked to read aloud or participate and stops responding.
Pause the demand
Lower attention/spotlight
Give physical space
Follow up & check in
DAILY DOUBLE:
Scenario: During a 6th-grade science lesson, when a student begins whispering to peers during instruction, the teacher continues the lesson and addresses the behavior privately with the student after independent work begins.
Delayed Correction
Scenario (What would you do?): A student isolates in the same corner daily but follows rules and doesn’t disrupt.
Notice daily isolation
Offer a check-in
Stay nearby if possible
Share pattern with the counseling team
What information should be shared when reporting student risk?
A. Your opinion about what’s wrong
B. What the student said, what you observed, and when/where
C. What you think the student needs
D. Only the student’s behavior
B. What the student said, what you observed, and when/where
Which statement best describes the role of an instructional aide during emotional distress?
A. Solve the student’s emotional problem
B. Provide therapy and counseling
C. Be a calm first responder and support regulation
D. Decide long-term behavior plans
C. Be a calm first responder and support reg
Scenario (What would you do?): A student asks to go to the restroom or the front office daily during Nutrition or lunchtime.
Notice repeated requests
Respond neutrally
Allow when appropriate
Check in privately later
Share pattern with team
DAILY DOUBLE!!!
Scenario: During a 7th-grade math lesson, when Ryan loudly complains and rolls his eyes after being redirected, the instructional aide remains calm, using their CPI training, not taking the behavior personally, and quietly offering support to help him re-engage with the task.
Rational Detachment
Scenario (What would you do?): Other students take food from a student’s tray. The student becomes quiet, pulls their tray closer, and stops eating.
Stop the other students' behavior
Check in with the student
Stay nearby and be supportive
Restore safety (replace food if possible)
Report incident
Scenario (What would you do?): A student shuts down after receiving corrective feedback and stops working.
Pause academic demand
Lower pressure
Validate briefly
Share concerns if ongoing
Scenario (What would you do?): A student sits against the fence or on a bench during recess/lunch and doesn’t respond when you greet them.
Respect silence
Offer a check-in
Avoid spotlighting
Share observations if consistent