Each year, the New Jersey Department of Education (NJDOE) offers the Governor’s Educator of the Year program to honor the hardworking teachers and educational services professionals for their dedication to students, and to the profession. In turn, NJACTE welcomes the distinguished teacher chosen to speak at a monthly membership meeting and invites them to share their thoughts about education. What follows is a post authored by 2025 NJ Teacher of the Year, Stefanie Lachenauer.
The importance of trauma-informed practices and mindfulness in education cannot be overstated. These approaches help both teachers and students navigate the classroom with empathy and understanding. Trauma-informed practices provide educators with the tools to recognize and address the impact of trauma on students’ behavior and learning, while mindfulness offers strategies for emotional regulation and stress management. By integrating these practices into teacher education programs, we create environments where students not only learn but feel seen, heard, and safe.
Teachers enter the profession to make a meaningful difference in students’ lives, but the realities of the classroom can be demanding. Trauma-informed practices help educators create environments where students can thrive emotionally and academically, mitigating the effects of past trauma. Mindfulness supports both students and teachers by fostering self-regulation, focus, and emotional resilience. For teachers, mindfulness reduces stress, builds emotional resilience, and creates a centered classroom environment. When teachers model mindfulness, they not only improve their well-being but also provide students with the tools to manage their emotions and engage in learning.
Teaching is a profession that demands a wide range of skills, emotional resilience, and the ability to connect with students on a deep level. Educators are not only content experts, but they are also often the emotional support system for students, guiding them through challenges and helping them navigate difficult personal experiences. When students come from stressful or traumatic backgrounds, these difficulties frequently manifest in their behavior. Teachers are expected to respond to this behavior with understanding, empathy, and care. However, not all teachers are equipped with the training to understand how stress and trauma impact the brain and learning. Moreover, many teachers are also managing personal challenges outside of school, and when combined with the stress they experience in the classroom, this can become overwhelming.
To better support teachers, we must offer ongoing professional development in trauma-informed practices, wellness programs, and strategies for teaching executive functions. Teacher well-being needs to be prioritized, with a focus on creating positive school climates and cultures. Classroom management is a foundational skill, and while it is often emphasized in elementary education, it is equally important at the high school level. Effective classroom management isn’t just about maintaining order; it’s about fostering engagement and building positive relationships. Teachers need support across all educational levels to create environments where students feel safe and can thrive academically.
When educators are equipped with trauma-informed strategies and mindfulness practices, they can create classrooms where students feel supported, safe, and ready to learn. These practices strengthen teacher-student relationships and foster a culture where emotional well-being is prioritized alongside academic success.
Integrating these practices into teacher education programs and continued professional development is vital for building healthier, more resilient learning environments. Trauma-informed practices and mindfulness empower teachers to approach their work with empathy, understanding, and a sense of purpose. By embedding these approaches into the fabric of education, we create a foundation for long-term success where both educators and students can thrive.
Submitted by:
Stefanie Lachenauer
2025 NJ State Teacher of the Year