Episode 9 - Supporting Students with Oppositional Defiant Disorder and Trauma

Episode 9: Trauma-Informed, Strengths-Based Classrooms & Oppositional Defiant Disorder

Introduction

Welcome back to Think Different, Teach Better!
In our last episode, we explored Tourette Syndrome, tic disorders, and trichotillomania, and how teachers can create safe and understanding environments for students with these conditions.

Today, we’re focusing on two critical topics that every educator should understand:

1. Trauma-informed, strengths-based teaching – creating classrooms that are both safe and empowering for all students, including those impacted by trauma.
2. Oppositional Defiant Disorder (ODD) – a condition often misunderstood as "bad behaviour," but which, when seen through a trauma-informed lens, reveals opportunities for connection, growth, and strengths-based intervention.

Why This Matters

Many students carry invisible burdens—whether from adverse childhood experiences, ongoing stress, or neurodivergence. These challenges often manifest as withdrawal, emotional outbursts, or defiance.

• Trauma-informed classrooms shift the focus from “What’s wrong with you?” to “What happened to you, and how can we help you succeed?”
• And when it comes to ODD, we need to move beyond punishment and control to understanding the function of defiant behaviours.

1. Trauma-Informed & Strengths-Based Teaching

Core Principles

Drawing from Creating Trauma-Informed, Strengths-Based Classrooms (Dr Tom Brunzell & Dr Jacolyn Norrish):

• Trauma impacts the brain’s ability to self-regulate, process information, and trust relationships.
• Strengths-based teaching amplifies what students do well, helping them build resilience and confidence.

The Berry Street Education Model (BSEM) is a key framework here: It is made up of 5 specific elements.

1. Body – Teach regulation and awareness of physical states (e.g., breathing exercises, movement breaks).
2. Relationships – Build safety and trust through consistency, empathy, and genuine care.
3. Stamina – Support perseverance through manageable tasks and positive reinforcement.
4. Engagement – Use predictable routines and student choice to increase motivation.
5. Character – Celebrate personal strengths and growth.

Some Practical Trauma-Informed Strategies are

Making sure the Environment is:

• Calm and the routine is predictable
• Having visual schedules, clear expectations, and safe zones for regulation

Teachers need to :

• Co-regulate for example Staying calm and modelling emotional regulation
• Teachers can use Non-verbal cues: Gentle tone, soft gestures, and being patience (this really matters)
• Strength-spotting: Instead of pointing out “what’s wrong,” highlight skills:

“I noticed how focused you were on solving that problem.”

Some Learning Tools are using:

• Brain breaks (such as a short game such as silent ball, using websites such as GoNoodle to get rid of excess energy etc.) and mindfulness sessions
• Have Check-in boards (e.g., “How are you feeling today?” with emojis or colour zones). Students can keep this on their desks where you can just glance at them to see where they are at.
• Have short, structured tasks with immediate success feedback

2. Oppositional Defiant Disorder (ODD)

What Is ODD?

According to the DSM-5, ODD involves a persistent pattern of:

• Angry or irritable mood
• Argumentative and defiant behaviour
• Vindictiveness lasting 6 months or more

In The Neurodiversity Podcast Episode 92, Amelia Bowler highlights that:

“Defiance often signals a child’s deep need for autonomy and safety—it’s not about being ‘bad.’”

Some Classroom Challenges

Students with ODD may:

• Resist or argue with teachers and peers
• Be triggered by perceived unfairness or lack of control
• Experience frequent power struggles with authority
• Have co-occurring conditions like ADHD, anxiety, or trauma histories

3. Trauma-Informed Approaches to ODD

Reframing Behaviour

Instead of asking “How do I stop this defiance?”, ask:

• “What need is this behaviour meeting?”
• “How can I offer control and safety?”

Key Strategies

1. Avoid Power Struggles

• Give structured choices:

“Would you like to do this activity sitting at your desk, or at the back table?” Make sure you don’t give alternatives that you do not want them to choose.

2. Validate Feelings

• “I can see you’re frustrated. Let’s take a break and come back when you’re ready.”

3. Focus on Strengths and Autonomy

• Give leadership tasks: handing out resources, mentoring a peer

4. Consistent, Predictable Routines

• Reduces anxiety and resistance triggered by surprises

5. Collaborative Problem-Solving (from Ross Greene’s CPS model):

• Engage students in finding solutions rather than imposing punishments

“What’s making this task hard for you, and how can we fix it together?”

Case Studies

Example 1

A Year 4 student with ODD constantly refused writing tasks. By offering voice-to-text technology and letting him choose his writing topic, resistance transformed into pride. Over time, the behaviour shifted from refusal to participation.

Example 2

A Year 5 student with trauma frequently stormed out of class. A check-in/check-out routine, combined with a “reset space,” allowed him to return calmly and complete tasks. Recognising his leadership qualities (e.g., helping younger students) built trust and motivation.

Another strategy when they are more settled, is asking what was the positive for them regarding the behaviour, what was the negative. Then ask them what they would do differently next time and again what would be the positive and what would be the negative. Workshop the negative together and come to a solution or compromise together.

(i.e. mucking around to get a laugh from friends. What could happen so humour with friends can still occur but in a different way?)

Resources

Books

• Creating Trauma-Informed, Strengths-Based Classrooms – Tom Brunzell & Jacolyn Norrish
• The Parent’s Guide to Oppositional Defiant Disorder – Amelia Bowler

Podcasts

• The Neurodiversity Podcast – Episode 92: Oppositional Defiant Disorder
• School Behaviour Secrets – Trauma-informed episodes

Websites

• Berry Street Education Model (BSEM)
• Child Mind Institute: Trauma & Behaviour Resources
• Dr Ross Greene (CPS model) https://drrossgreene.com/

Engagement & Wrap-Up

Have you used trauma-informed or strengths-based strategies in your classroom? How have you supported a student with ODD?

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Next time, we’ll explore Pathological Demand Avoidance (PDA) —how reframing behaviour through the lens of autonomy and anxiety can transform our understanding of resistance.