Why Every Teacher Needs A Trauma-Informed Approach (Talking ELT Special #6)

What does trauma-informed teaching actually look like in practice, and why is it relevant to every classroom? In this special episode of Talking ELT, Hayo Reinders and Orsolya Dunn explore how trauma can shape learners’ experiences, relationships and capacity to learn. Drawing on research and their own classroom experiences, they discuss how trauma-informed practice can help teachers and institutions better support all students. The conversation explores how trauma can affect learning and classroom participation, and why psychological safety, learner agency and belonging matter for all learners. It also examines what trauma-informed practice looks like in language education, and how teachers can build more supportive classrooms. Chapters: 00:00 - Introduction 02:38 - From Refugee Education to Trauma-Informed Teaching 04:59 - What Does Trauma-Informed Teaching Mean? 10:48 - The Impact of Trauma on Learning and Language Acquisition 16:14 - Understanding Classroom Behaviour Through a Trauma Lens 21:22 - How to Create Psychological Safety in the Classroom 26:38 - Advert: Supporting Refugees Focus Paper 27:45 - Teacher Leadership and Trauma-Informed Schools 34:27 - Learner Agency, Belonging and Inclusive Teaching 38:08 - Assessment, Feedback and Trauma-Informed Practice 52:45 - Practical Trauma-Informed Teaching Strategies 👉 If this conversation has sparked your interest, download Hayo Reinders' Oxford University Press focus paper, Supporting Refugees: A Primer for Language Teachers. The paper explores how trauma-informed approaches can support refugee learners and offers practical advice for teachers, schools, and educational organisations : https://oxelt.gl/4c5Pbat References : Canagarajah, S., & Hensman, C. A. (2026). Post‐Traumatic Growth in the Global South: Possibilities in Relational Ethics from Communities to Classrooms. TESOL Quarterly. Cook, S.R. and Dewaele, J.M. (2026), “I Own My Life Now”: Implications of Trauma Survivors' Language Acquisition for a Pedagogy of Empowerment in TESOL. TESOL J, 60: S26-S52. González, J. (2025). Trauma-informed methodologies: advancing educator professional learning through international collaboration. Qualitative Research Journal, 25(4), 416-433. Langer, E. J. (2016). The power of mindful learning. Hachette+ ORM.