Sierra Cordova, Val Altieri, John McCarthy, Robert Diehl
Teaching mindful self-compassion (MSC) can foster emotional resilience, helping students to develop a kinder relationship with themselves. However, implementing trauma-informed care (or practices) is necessary for creating spaces where students can safely engage in personal reflection that supports self-compassion skill development. Trauma-informed care recognizes the pervasive impact of trauma — defined as a psychological and emotional response to distressing events — and emphasizes the importance of creating spaces where individuals feel safe, supported, and empowered. Because many students may have faced trauma or emotional hardships, their engagement in MSC activities or discussions could be influenced by these experiences. By utilizing trauma-informed strategies, educators can create classrooms that minimize the fear of judgment from others (or worse, retraumatization), encouraging students to participate with greater confidence. This approach not only nurtures emotional resilience but also promotes deeper engagement with the learning process. Part 3 of this series builds on the MSC activities presented in Part 2 by exploring the practical application of trauma-informed practices during an MSC lesson. This involves planning activities and fostering a climate where students can engage with manageable challenges, opportunities are provided for to lead and shape their own learning experiences, and where trust is safeguarded and peer support is encouraged.