The purpose of this article is to first provide PE teachers with an understanding of the different types of trauma students face, including traumatic events, historical trauma experienced by members of racial, ethnic, sexual, and religious minorities, as well as how trauma exposure interferes with student learning. Second, it will encourage teachers to build their own trauma-informed skills, such as self-awareness, self-care, self-regulation, and mindfulness in order to help them model healthy social and emotional skills for their students. Third, since PE teachers operate in a different environment than their classroom counterparts, they require a specialized set of guidelines for trauma-informed instruction that provides safety for all.

本文的目的是首先让体育老师了解学生面对的各种类型的创伤，包括创伤事件，种族，族裔，性和宗教少数群体成员经历的历史创伤，以及创伤暴露如何造成干扰与学生一起学习。其次，它将鼓励教师建立自己的创伤知识技能，例如自我意识，自我护理，自我调节和正念，以帮助他们为学生建立健康的社交和情感技能模型。第三，由于体育教师在与教室教师不同的环境中工作，因此他们需要一套专门的指南，以针对创伤的知识进行指导，从而为所有人提供安全。