How do we go back?
How do we show up for each other when we go back to school and work and life in LA?
When reflecting on my day when I return to work, I worry about what that will look like. My dream would be for all districts, schools, and employers to create a collective trauma-informed future where we come back from these fires to spaces of healing when outside of our homes.
Now, those that have houses standing can donate, volunteer, and offer kind words. But what will happen when we go back? How can we continue caring for each other and promote spaces of healing?
All Angelenos know someone who lost their house this past week. Stress levels will be high for awhile. From evacuation warnings to being empathetic to those who lost their homes and lives work, we all will have high-stress levels for some time. When we go back, whatever that looks like, let’s intentionally create space for healing.
This collective trauma reminds me of a beautiful trauma-informed framework by Alex Shevrin Venet, Equity Centered Trauma-informed Framework pg. 15, where she described four shifts to support humans in our spaces (these are adapted to reflect all ages of people, not just kids and students and schools as intended in the book).
Shift from a reactive stance, in which we identify who has been traumatized and support them, to a proactive approach. Trauma-informed practices are universal and benefit everyone.
Shift from a savior mentality, in which we see ourselves as rescuing broken [people], to unconditional positive regard, a mindset that focuses on the inherent skills, capacities, and value of every [human]. [People] shouldn’t aim to heal, fix, or save but to be connection makers and just one of the many caring people in a person’s life.
Shift from seeing trauma-informed practices as the responsibility of individuals to embedding them in the way that we do in spaces, from policies to practice. Trauma-informed adults need trauma-informed leaders.
Shift from focusing only on how trauma affects our [spaces] to seeing how trauma affects our [spaces] can change the world. We can partner with our students [and adults] as change makers for a more just [and safe] society.
As we return to our work or school spaces, what proactive approaches are we using to support our colleagues and students? What will we take off people’s plates? What will we define as necessary? What will we define as “if you can” work, or the work that is not necessary but is there if you need a distraction or can take it on?
How will we check in with others?
The adults in our spaces need support. This can look like a check-in, a kind note, showing up for someone, or in a work setting, being there to say, “I got you,” or “I can take this off your plate.” For some, that might be inviting, and others may want to feel the accomplishment of completing that task. Both are okay. We can give permission for people to adjust and not work at the same rate they may if their nervous systems were not wrecked.
Adult check-ins should not be ice breakers. They are spaces to collectively or individually share how someone is doing. If someone does not want to share, that is okay. If they want to share, that is okay too. Showing up for people does not mean they will react how you think they should. Showing up is showing up consistently without expectation (see shift from savior mentality).
Check-ins are needed for kiddos, too. All too often, in classrooms I have heard from students that after a big event they walk into a classroom…and it is business as usual. No debriefs, no conversations, no check-ins. Let’s not go back to business as usual. Let’s regulate our nervous systems with a quick community circle. “How are you doing?” “We had some big fires, and it was really scary for many of us in LA, how are you feeling now?” We can build these community circles into restoration and think of ways we can support others and problem solve to create a beautiful future.
There are so many other systemic things we can do. Often, systems rely on Therapists and mental health support teams to bear the weight of everyone’s emotional needs. We all can care for each other, and support others if they do need additional mental health support. Community care is everyone caring for everyone. It does not have to be only in a medical capacity. It might be that our mental health providers that need support.
When we go back, let’s not focus on saviorism. If we collectively come together to be with each other, make positive connections, be one of many caring people in a person’s life; that is healing. Some have more compacity to give and take than others. That is okay. Being there, showing up, not hiding away, and ignoring these big crises is key.
We need trauma-informed leaders. In schools and places of work, there is a built-in hierarchy. My friend and colleague Joseph Antonelli often describes this in schools as circular care: The School board supports the Superintendent, The Superintendent supports district leadership, District leadership supports Principals and school leaders, Principals and school leaders support teachers, Teachers support students, Students support the community, and the community supports the Board members. If one person does not do their job, we miss out on community care. Sometimes, we can not and should not depend on circular care, in times of need, it may be community care that is needed in spaces. In our school space, how are we caring for each other? In our workspaces, how are we caring for each other?
When we return, I hope leaders permit us to take it easy. I hope leaders discuss grace. I hope leaders share giving space, reflection, and time to be together and heal. All too often there is an expectation for everything to return to normal, even though it will take years for many to feel “normal.” I hope leaders give permission for classrooms to make art, problem-solve, write notes, and do acts of kindness. Kids are ready to be a part of a healing community. These pains get louder if we ignore them. This work can change our communities and our world.
Here are my hopes and visions for spaces and classrooms when we do get back:
Voluntary community circles before the start of the day for those to check in if they want to with colleagues.
Community circles in all classrooms in all grades with low-level questions. How are you? What emotions are you feeling right now? Reacting to those emotions by providing autonomy (only 2-3 choices) for similar alternative activities during the school day (i.e. you can write notes or draw notes). Do you want to draw with crayons or colored pencils? Do you want to write on paper or the white board? Do we need a water break or movement break? Do you want to write about this or that?
I hope classrooms incorporate lots of Movement breaks. Most of us are unable to enjoy the outdoors due to the smoke. Set a timer, every 10 minutes we move together. Strech, dance, march, jump, jumping jacks, somatic movements, wall push ups, anything…just move.
I hope classrooms Create. Have people create. Cards for those who are having a hard time. Posters to promote a donation event. Draw, build, craft, write for fun not compliance, be creative. Whatever you do and are learning, the more art you incorporate into the day, the better.
I hope classrooms Problem solve. Our wildfire challenges in California are complex. Water is a deep and historically politicized resource in LA and California; learn about it and problem-solve. What if a Econ class created mock Legislation for water rights, what would they look like? What would be possible advantages and disadvantages?
Invasive and non-native species of plants harm our environments, learn about them and problem-solve. Plant a native garden in your community like my good friend and educator, Gina Brownstein. Notice how your environment reacts to the change. What other ways can we support building our habitats in safe and sustainable ways? Work with local non-profits to make this or learn from them. This same idea can be true for sustainable water usage, urban food growth, and so much more. In LA, there are incredible non-profits doing incredible work. Tap into programs that are doing incredible things and orchestrate learning more with your community.
How can our CTE programs create multi-year contracts with home builders to get students apprenticeships in our local communities? Dream with me: what if students who hope to work in construction learn hands-on by building houses and restoring the houses or spaces their community lost?
Get curious about how we can reduce challenges in our communities. Have students take the lead. What are they curious about? How do they want to support others? How can we support changemakers or become change-makers ourselves?
If we prepare now to come back and are proactive in our equity-centered and trauma-informed work, we can create healing spaces when our fire-impacted colleagues and students return. Let’s feel safe together, seen together, heard together, and heal together.
-jamie