CHAPTER 10: THE YOGA CLASSROOM • 217students who have been trauma exposed (Childress & Harper, 2015). They note that it is
not within the scope of practice of yoga or for school teachers to treat trauma in school
(Childress & Harper, 2015). Knowledge of symptoms and how to be sensitive and respon-
sive creates a framework for better delivery of yoga and the school curriculum (Childress
& Harper, 2015). Children who have experienced, or are currently experiencing, trauma
(e.g., abuse, neglect, neighborhood violence, ongoing community stress) can experience out-
comes that substantially affect their learning, emotional regulation, attentional systems, and
relationship behaviors (Childress & Harper, 2015).
According to Telles et al. (2012), it is well recognized that severe psychological trauma is
associated with substantial effects. It can cause impairment within the body’s neuroendocrine
systems, resulting in sympathetic activation and suppression of the parasympathetic nervous
system (Telles et al., 2012). Researchers note that there is also an increase in the level of circu-
lating cortisol that has adverse effects on different systems (Telles et al., 2012). Severe trauma
occurring in early childhood may have especially serious consequences affecting all aspects
of development (i.e., cognitive, social, emotional, physical, psychological; Telles et al., 2012).
In 2015, a lawsuit was filed in Compton, California (Peter P. et al. v. Compton Unified
School District) in which the plaintiffs cite the empirical literature regarding trauma, its neu-
robiology and psychological effects (Ahlers et al., 2016). According to Ahlers et al. (2016), the
lawsuit highlights complex trauma, or the experience of multiple or chronic trauma experi-
ences, often involving caregiver systems. Specific to schools and learning, the suit alleges
that the district does not accommodate students who were exposed to trauma, asking for:
(a) immediate implementation of school-wide trauma training for school personnel, and
(b) school-wide restorative practices to establish a safe and supportive campus (Peter P.
et al. v. Compton Unified School District; Ahlers et al., 2016). The lawsuit is proceeding to trial.
Ahlers et al. (2016) report that this lawsuit brings the possibility of making trauma training
salient for all schools.
Calm Body, Calm Mind: Finding the Growth Zone
Calm body, calm mind is my research team’s approach to trauma using yoga. We are in
process of finalizing a school-personnel training program. Lindsay Travers, an elementary
school teacher, and Melissa LaVigne, a trauma-trained social worker, are core curriculum
developers. Through Yogis in Service, Inc. (www.yogisinservice.org; a community-based
yoga access program), we have been piloting the curriculum with great success. The program
is based on an extensive literature review of the extant research on yoga and trauma. We
developed teacher guidelines as well as principles for growth.
When a student has been through severe stress and/or trauma, his or her systems can
become highly sensitive. It can be helpful to think about three zones: (a) safe zone, (b) risk
zone, and (c) growth zone. First, the place in which students feel safe and competent is their
safety zone. Second is the risk zone, which is well outside of the safety zone and is where stu-
dents may not experience emotional or physical safety. In the risk zone, the stress of the situ-
ation may be re-traumatizing. Between the two zones is the growth zone (see Figure 10.3).
In the growth zone, students feel uncomfortable because they are learning and doing new
things but they are safe. It is important to keep in mind that students who have been trau-
matized often feel like any experience outside of their comfort zones is unsafe. Olson (2014)
emphasizes the distinction between being safe and feeling safe. Although schools can never