I have learned some very useful strategies to assist my students with PTSD and/or TBI including creating self-generated learning strategies that are self-generated and therefore have more meaning and are more effective for the students. The more students can relate to the content being taught, the higher the retention of the content is going to be. Instructors need to do all they can to help these students create personal connections to the new material.
In a study by R. Butler (2016) it was found that veterans with PTSD felt they needed three things for them to be successful in the college setting. These three elements were ongoing communication by college personnel, being able to place their trust in their instructors, and instructional support to enable them to be able to progress in their classes. While this study focused on veterans, I see the three elements also applying to my high school students with PTSD.
Further helpful strategies covered in the module include, if it is necessary to physically touch a student, always ask permission first, and to avoid hovering above a student sitting in a desk; either squat next to the desk or roll up a chair next to the desk.
I found these strategies especially important:
Greeting students as they enter the classroom or lab with a smile and some informal conversation helps to set the tone for the class. Also, the time spent with the students will give you a chance to get a read on each student for that class. This read will let you know how you should approach the student during the class. Each student needs to be greeted each class session because students with PTSD need to feel they are a part of the class and are respected by the instructor. Safety and acceptance are two critical elements that need to be provided by the instructor.
Also, while this addresses veterans with PTSD and/or TBI, it easily applies to students with PTSD and/or TBI:
Instructors need to understand the challenges that veterans with PTSD and/or TBI face if they are to provide the support that is needed. Many of these students feel overwhelmed and isolated and are likely to drop out if they do not see that they have the respect and trust of their instructors.
Classroom Environment strategies that I found helpful:
- Provide a consistent, predictable routine in starting the class. This will help the students to get settled in and focused on the instruction that is to come. The students will know what the expectations are for each class opening and can get settled in and prepared for what is to come.
- Be consistent in presentations, discussions and student interactions. This helps students with PTSD to settle into the class environment and feel comfortable. As a result of a traumatic event(s) the students developed PTSD so the more consistency in the class the less they will be on edge looking for an unexpected event to occur.
- Make and post daily TO-DO lists and check items off as they are completed so students can see the progress being made. Students with PTSD and/or TBI can lose track of the tasks they have to complete and how many they have completed.
- Use a color-coding scheme to prioritize tasks. The use of color-coding helps to create a visual cognitive connection, and through a color sequence reinforces the importance attached to each task.
- Divide large assignments into smaller tasks and goals. It is easy for these students to become overwhelmed with major assignments and as a result they don’t know how to break them down into manageable steps.
- Try to keep to 3 or 4 steps when assigning a task. Educators can share the end product of a major assignment and then “reverse engineer” it by breaking it down into tasks that have three or four steps. As each step is completed it is marked off and the students can see the progress they are making toward the major as
- Graphic organizers are good devices to use to show the students the sequence of steps and the end goal.
Support for these individuals is very important for their success and as instructors we need to be always aware of each individuals needs.
I learned there are many resources available for our Veterans and students with TBI. We as instructors should continue to educate ourselves on various learning strategies to help these students. As instructors we are not here to enable students but offer support, respect and understanding.
I learned how important it is to treat all students as individuals.
What I have learned so far is that many veterans use service animals and we must be open to this accommodation. Additionally, setting the tone every class with a welcoming smile and a hello can set the tone for a positive good day. It is also important to make sure that the environment is clean and safe. Sometimes the PTSD is not having a clear path to an exit.
For students with TBI/PTSD, it is a long and continuous road of learning. Knowing when to ask for help when needed, and the instructor being prepared with the information will make for the student's success
In this unit, I learned that as an instructor it is my job to make sure that they are comfortable and to be a support system for them.
Faculty / Instructor should use Instructional strategy, to communicate effectively and therapeutically. Instructor should establish rapport, provide extra time for completing assignments, and help learner with PTSD.
This was a great review. I also gained new knowledge.
Reviewing and understand the person affected by TBI or PTSD as an individual rather than defined by their disability is a way to encourage and support the student in a positive way
The good news is that the recommendations for supporting veteran students and students with TBI and PTSD are instructional practices that are good for ALL students. Establishing routines and predictability, prioritizing tasks and chunking information, providing multiple ways to access course content and demonstrate learning, reinforcing oral instructions with written instructions, etc. are all great ways to engage any learner and, in particular, our most vulnerable student groups.
I think the important consideration for working with veterans is that they will be entering the classroom with lived experiences and knowledge that may be quite different from the other students. The challenge for the teacher is to connect the content to ALL students lives and for each student to be able to see the real-world application of their learning. For teachers of veterans, this may mean using different examples, scenarios, or illustrations than they typically would.
Make sure the aisle are clear from backpacks and stuff so the student feels they can exit at anytime
This module emphasized the importance of viewing each student as an incididual. All students in the class would benefit from this practice.
The strategies mentioned in this module no only help PTSD and TBI students, but every student in the class. Respect, dedication, and understanding the learning abilities of each one as an individual. A respectful and friendly enviroment will enhance the learning experience.
This module has reminded me to be intentional when dealing with students suffering with PTSD or TBI. The resources have also been helpful to me personally
Providing more rapport, support and attention to their needs with the PTSD and TBI students will enhance their participation and success in school.
The PTSD resources were very good to have.
I loved how we can simply structure our class to help them by greeting them individually, starting the class with the same routine, breaking up the activities so they stay engaged, etc...
I'm not sure dogs would work in a nursing program, but I've seen support dogs at the hospital (for patients AND for staff) and they are amazing.
Reply to Sandra Walston's post:Hello Sanda. Thank you for your post. We have to remember that to get to best practices we have to engage in discussions like this and insights. I agree we need more strategies, but the best strategy is kindness. This simple concept have been removed from the fabric of our society. With the large class sizes it is hard to meet those students at the lower levels to give individual attention and support.
The strategies discussed I have already incorporated into my delivery. I did a literature search on the use of music in the classroom and if the music has to have a direct linkage to the learning outcomes. It does not. Therefore, the students (both on ground and virtually) are met with music or a music video (Kool and the Gang Celebration) to congratulate them on their accomplishments. Students have indicated that this small gesture helped relieve their stress and thought she must be okay. I take time to gain rapport and I have learned to be cool with my posture or the students say swagger.
I learned that the military folks are coming from an action-based platform which is different than a slower pace of instructional delivery. I also learn that the arrangement of the classroom is a challenge with the aisle being filled with backpacks. I can relate as a psychiatric nurse I am uncomfortable being in a classroom with one exit and the exit is behind me. I can imagine how the military vet must feel as we always survey the environment for the way out.
In terms of implementation, I will continue my practices and have better insight into communication strategies that work. Lastly, I always ask the class their definition of respect and how can I demonstrate respect, as each generation is different. This is a fun activity and sets the tone that we are in a partnership. I can adapt based on students' needs, thus student centricity.
