Based on my experience, the educational counseling practice most relevant to me is Trauma-Informed Teaching.

Definition and Need

Trauma-Informed Teaching is an educational approach where teachers and school staff recognize and respond to the signs and symptoms of trauma in students. Given that many learners, particularly those from vulnerable communities in the Philippines or other international settings, have experienced stress, poverty, or adverse events, this approach acknowledges that a student's behavior is often a stress response rather than intentional defiance.

The Practice in Action

This approach expands the traditional counseling role (which treats the trauma) by making every teacher a gatekeeper of safety and regulation.

Dynamics: Instead of asking, "What is wrong with this student?" the teacher asks, "What happened to this student?"

Example: A student who frequently yells or runs out of the classroom (a behaviorist might only see this as a behavior needing punishment/reinforcement) is instead viewed as a child whose fight-or-flight system is constantly activated.

Teacher Role: My goal as a teacher using this practice would shift from being an "enforcer" to a co-regulator. I would focus on establishing predictability (consistent routines), ensuring psychological safety (no shaming or threats), and teaching self-regulation techniques (like simple breathing exercises or "take a break" cards) to help the student's nervous system calm down, making them receptive to learning.

This practice is essential because learning requires a calm, regulated brain. By integrating trauma awareness into daily classroom management, we address the most fundamental social and emotional barrier to a child's learning.