By: Allyson Masterson
As a new hire at Grafton, I had the wonderful opportunity to participate in a portion of their Ukeru training. I have heard about Grafton and its Ukeru program before, but as a general education teacher, it wasn’t something I had to learn about. Therefore, I knew the approach catered to our special education students, but that it didn’t directly relate to the function of my classroom.
Because it didn’t affect me, I naively thought that it was something to put on the back burner. However, I quickly realized in my first position as a teacher that special education and behavioral health are more than just what is happening in a special ed classroom. Sometimes, special education extends to students in collaborative classes or general education classrooms, which are located right beside special ed classes. Therefore, there is more crossover among the two types of education than one might think, and it is our responsibility as teachers to inform ourselves and create a safe environment primed for all our students to learn and grow.
The first part of Ukeru training primarily focuses on the brain’s functions and how trauma affects it. What stood out the most during this part of the training was the emphasis they placed on working with someone rather than against them, aka Comfort vs Control. This change in mindset is impactful because it opens the door to more moments of growth and understanding and fewer moments of resistance or harmful behaviors.
In a general education classroom, this mindset can be particularly helpful when working with students who have experienced major traumatic events or even those in inclusion classes. It shifts the narrative from judgmental to solution-oriented. All of this leads to greater trust between students and teachers, fostering a positive educational environment for all.
Part 2 of the training prepared those working at Grafton’s different locations for crisis situations in which blocking or protective releases were necessary. Though, admittedly, this part of the training was less relevant to general education, it put into perspective how safety is Grafton’s top priority for all individuals within their care, clients and caregivers. Even when shown examples of how to perform protective releases, trainers reminded everyone to try to release the client’s hold in the least provocative manner possible to protect themselves and those they were serving.
The blocking pads are soft and durable, and they come in a variety of sizes for different levels of protection. Not only can clients comfortably release emotions onto them without significantly hurting themselves, but it also provides the caregiver with some coverage to avoid being hurt. Trainers also make it clear that both clients and caregivers know the pads are used only as a safety measure and not as a tool for harm. It was comforting, as a general education teacher, to see that safety in the classroom applies to both students and adults.
When exploring Ukeru’s website, there’s a saying that pops up in various places: when you know better, you do better. The Ukeru program not only exemplifies this by explicitly teaching its employees about brain science, but it also encourages employees to actively reflect on their responses to different situations to assess how they can do better. If general educators were to go through this training, it could open their eyes to the impact of trauma-informed approaches on students of all abilities and help them grow as educators.
The reality is that general educators can be in positions where they interact with students who need services or are actively in crisis. Therefore, showing them how to handle it appropriately keeps both staff and students safe. It is also important for people to realize that using a trauma-informed approach does not excuse people from consequences, but it can open the possibility of finding the best moment to teach students how to work through negative behaviors. People are unique; therefore, the approach to their learning should reflect that, no matter what classroom they are in.
