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The holiday season can be a time of joy and celebration, but for many students, it can also bring stress, uncertainty, and resurfacing trauma. As educators, understanding and applying trauma-informed practices during this period is essential to creating a safe and supportive classroom environment.

There are several strategies educators can use to ensure every student feels seen, valued, and supported throughout the holiday season.

1. Recognize possible student struggles.

The holiday season will not be easy for every student. Some students may be coping with loss or experiencing challenges at home.

2. Check in with students.

Creating opportunities for students to talk about their feelings related to the holidays can help them process their emotions.

3. Maintain consistent routines.

Although there will be changes due to the holidays, providing predictability as possible can help students feel safer.

4. Prepare students for schedule changes.

When there are changes in the schedule, let the students know in advance and explain why the change is occurring.

5. Offer alternatives to parties.

Some students may feel uncomfortable or overwhelmed at parties. Providing calm alternatives can help these students.

6. Don’t assume students know common traditions.

Explaining traditions as discussed helps students feel included even if they have not participated in the traditions previously.

7. Help students create new traditions.

Creating new traditions helps students feel like they are a part of something meaningful and positive.

8. Provide at-home activity options.

Providing easy activities, such as coloring pages or word searches, can make it easier for students who struggle being at home during the day.

9. Avoid isolating questions.

Questions like “What did you do over winter break?” or “What gifts did you receive over the holidays?” may make some students feel left out.

10. Ask forward-thinking questions.

Ask questions like “What are you looking forward to when we come back from winter break?” or “What are you excited to start learning about?”

By embracing trauma-informed practices, educators can create a classroom where every student feels supported and valued. These strategies aren’t just seasonal; they build a foundation of trust lasts beyond the holidays. Your empathy and awareness can transform this time of year into one of connection and care for all students.

References

Allen, H. (2024, December 13). The connection between trauma and the holidays. Sunfield Center. https://sunfieldcenter.com/the-connection-between-trauma-and-the-holidays/

Merrow, C. (2023, November 27). Reduce winter break stress for students. Empowering Education. https://empoweringeducation.org/blog/five-tips-to-reduce-winter-break-anxiety-for-students/

Trauma-Informed Strategies for Before, During, & After Winter Break Toolkit . B Hero. https://b-hero.org/wp-content/uploads/2024/01/12-01-23.1_-Supporting-Students-with-Winter-Break.pdf

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Whether students experience a violent event firsthand or hear about it through the news, they may respond with a range of feelings and concerns. These events can lead to difficult conversations at school or show up in changes in student behavior. This post describes several strategies educators can utilize to support students as they process their emotions about violence and these kinds of events. 

Core Tips for Supporting Students

• Reassure safety – Emphasize that schools have procedures in place to protect students and adults are working hard to keep everyone safe.
• Validate feelings – All feelings are okay after a tragedy. Let students talk or start by asking how their friends are feeling.  
• Let their questions guide you – Follow the student’s questions and notice cues they want to talk, like staying nearby or asking about small things. 
• Offer outlets – Encourage students to engage in different activities to help regulate and release their feelings. Examples include drawing, imaginative play, reading, journaling, art, music, or projects.  
• Encourage grounding & breathing exercises – These involve simple sensory activities to help students be more grounded in their current situation rather than violent events.  
• Balance normalcy with flexibility – Maintaining a normal routine can help students feel safe and at ease, but it’s important not to push typical activities if they are feeling overwhelmed. 

Try This!

Here are a few grounding exercises that can help students regulate their emotions. 

• Notice 4 things you can see, 3 things you can hear, 2 things you can touch, 1 thing you can smell.  

• Stretch or dance to release tension.  

• Create a relaxing playlist. 

Observing and Responding to Students’ Emotional State 

It is important to watch for behavioral changes and signs of stress in students after violent events have occurred. The following warning signs can help you recognize when a student may need extra support. 

Warning Signs 

• Behaving in uncharacteristic ways 

• Being unusually quiet 

• Acting out 

• Appearing unusually tired 

• Having difficulty concentrating 

• Seeming distracted or distressed 

• Frequently arriving late or leaving early 

• Showing a decreased appetite 

While many students simply need time and support, others may require professional mental health care, especially those with prior trauma or existing mental health challenges. 

Media and Information Exposure 

Children don’t need all the details – they need reassurance, honesty, and safe spaces to share their feelings. 

• Limit viewing of violent events or news – Too much exposure can cause fear and confusion.  

• Avoid adult conversations about violence in front of children – These conversations may cause students to be more afraid and aware of graphic details. 

• Encourage breaks from constant coverage – Older students may get caught in constant violent news streams; breaks help reduce the emotional impact. 

• Correct misinformation – Emphasize facts and avoid using stereotypes and theories when the events are discussed. 

To help students with digital safety, you can encourage them to implement these practices:

• Pause notifications from apps.  
• Block harmful content.  
• Follow uplifting accounts. 

Age-Appropriate Conversations 

When talking to students about violence, it is important to consider what kind of information and conversations are appropriate for the student based on their age.

For Elementary School: 

• Keep information brief, simple, and reassuring.  

• Remind them of concrete safety measures, such as locked doors, playground supervision, or emergency drills.  

• Avoid overexposure to media. Children under 6 may not realize media images are not happening again. 

For Middle School: 

• Expect direct questions: “Am I really safe at school?”  

• Help them separate reality from fantasy.  

• Give honest, clear answers, but avoid unnecessary details.  

• Facts or statistics may help students feel better, such as “the likelihood of being injured or killed at school is 1 in 450,000.” 

For High School: 

• Teens may debate causes of violence and want solutions.  

• Encourage discussion, empower them to take action:  

• Report concerns to adults.  

• Follow school safety guidelines.  

• Identify a trusted adult at school. 

Try This!

There are several activities that educators can use with their classes to help students during these times. The lists below provide activities to use by age group. 

Elementary: 

• Feelings Art – Let students draw or color how they are feeling. 

• Story Time with Discussion – Read a book about safety, courage, or kindness and talk about it. 

Middle School: 

• Journaling Time – Encourage students to write down thoughts, questions, or feelings privately. 

• Guided Discussion Circle – Provide structured time to share feelings and listen respectfully. 

High School: 

• Open Dialogue Session – Give space for thoughtful discussion while validating the need for different perspectives. 

• Creative Expression – Encourage poetry, music, or art projects to process emotions. 

• Action-Oriented Activity – Work on a group kindness project, such as letters of support, peer mentoring, or community service. 

References

How to Help Your Students Cope With Safety Threats in the Community or World. (2025). Retrieved from https://jedfoundation.org/how-to-help-students-cope-with-safety-threats/ 

Talking to Children About Violence: Tips for Families and Educators. (n.d.). Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/school-violence-resources/talking-to-children-about-violence-tips-for-families-and-educators  

Tips for Parents on Talking to Children Exposed to Violent Events. (2024). Retrieved from https://violence.chop.edu/types-violence-involving-youth/school-shootings/tips-parents-talking-children-exposed-violent-events