Understanding Hypervigilance in Students

Hypervigilance is a heightened state of alertness often caused by prolonged exposure to stress or trauma. In school settings, this can manifest as students constantly scanning their environment for threats, overreacting to minor disruptions, or struggling to focus on learning. This behavior is especially prevalent among students who have experienced trauma, including those from immigrant families, marginalized communities, or unstable home environments.

Signs of Hypervigilance in the Classroom

Educators may notice the following signs of hypervigilance in their students:

• Difficulty concentrating due to being overly focused on their surroundings.
• Startling easily at sudden noises or unexpected movements.
• Avoidance behaviors, such as sitting near exits or refusing to participate in group activities.
• Increased irritability or aggression, stemming from a fight-or-flight response.
• Physical symptoms, including headaches, stomachaches, or exhaustion due to chronic stress.

Maslow’s Hierarchy of Needs and Emotional Well-Being

Maslow’s Hierarchy of Needs reminds us that students cannot focus on higher-order thinking, such as problem-solving and critical analysis, unless their fundamental needs for safety and emotional stability are met. If students feel unsafe—whether physically or emotionally—they will struggle to engage in academic tasks.

Practical Strategies for Educators

Given these challenges, here are actionable steps educators can take to support hypervigilant students:

1. Create a Predictable and Safe Environment

• Establish consistent routines to provide a sense of stability.
• Offer advance notice for transitions or schedule changes to minimize anxiety.
• Allow students to choose their seating to help them feel more comfortable.
• Lead community meetings where school leaders and student leaders reinforce that schools are a welcoming and safe space.

2. Normalize Emotional Check-Ins

• Begin class with a simple emotions check-in, allowing students to express how they’re feeling.
• Use a "mood meter" or private journaling to encourage self-awareness.
• Reinforce that all emotions are valid and create space for students to share in a non-judgmental setting.
• Encourage students to share coping strategies they personally use when feeling overwhelmed.

3. Teach Self-Regulation Strategies

• Introduce breathing exercises or grounding techniques to help students regain focus.
• Offer short movement breaks to release built-up tension.
• Educators should model these tools themselves, demonstrating their effectiveness rather than just instructing students to use them.

4. Build Strong Relationships

• Make time for one-on-one check-ins with students showing signs of stress.
• Use affirming language and remind students they are seen, heard, and valued.
• Establish a trusted adult system where students have a go-to person for support. As Amanda Trevino says "In this classroom, with me, you are safe."
• Create strong community connections with organizations that can provide additional student support.

5. Provide Trauma-Informed Support

• Educate staff on trauma-informed practices to better understand students’ behaviors.
• Ensure that school counselors and mental health resources are accessible to students in need.
• Collaborate with families to create a comprehensive support network for students.
• Address rumors and misinformation by working with local officials to clarify community concerns, reducing unnecessary fear.

6. Responding to Acts of Defiance – Ashley’s Three-Step Approach

When students display defiant behavior, it is often a response to underlying stress or trauma. Ashley Wolfe recommends a three-step approach for educators:

• Reflect: Verbally acknowledge the student's emotions. Say something like, “What I said may have gotten you really upset, and I can see you’re having a big reaction to that request.” This should be done privately to avoid embarrassment.
• Connect: Remind the student of the usual nature of your relationship. “This isn’t how we typically interact—let’s figure out what’s going on.” This helps re-establish trust and calm the student down.
• Redirect: Instead of escalating the situation, offer a positive next step. Encourage the student to take a break, use a self-regulation tool, or talk through their emotions in a constructive way.

Final Thoughts

Educators play a crucial role in helping students navigate the effects of trauma. By fostering a predictable, supportive, and emotionally safe classroom environment, teachers can help hypervigilant students feel more secure and ready to learn. Small, intentional changes can have a profound impact on a student’s ability to succeed both academically and emotionally.