Peace Spaces Found to Reduce Disciplinary Referrals and Enhance Classroom Environment

Counseling and Support
Health

Source: Christopher, Gutekunst, C., Liu, L., Rosenberger, T., & Kohler, B. A. (2023). Formative evaluation of Peace Spaces in a middle school: Teacher perceptions and student usage. Psychology in the Schools. https://doi.org/10.1002/pits.23045 ‌

Criteria for Selection: Proven strategy for helping students regulate, reconnect, and return to learning. Peer reviewed article published by faculty in the Counseling and Psychology program in the Department of Education at Lehigh University.

LEARN Brief and Infographic Credits: Dr. Sherell Fuller, Dr. Jeannie Haubert

Overview:

This study offers an evaluation of “Peace Spaces,” including classroom-based Peace Corners and designated Peace Rooms, as trauma-informed interventions within a middle school setting. These spaces are designed to support students’ emotional well-being and help them manage stress, particularly in response to adverse experiences.

Using a combination of teacher interviews and data on student usage, the research explores how these spaces impact student behavior, emotional regulation, and the overall school environment. Teachers reported noticeable improvements in classroom dynamics, including reduced disciplinary referrals and stronger teacher-student relationships. Students most often used Peace Rooms to cope with peer-related conflicts and mental health concerns, engaging in activities such as mindfulness practices and conversations with trusted adults.

However, the implementation was not without challenges. Schools faced logistical barriers, occasional student misuse of the spaces, and tension between academic demands and the principles of trauma-informed care. The study emphasizes that successful implementation depends on clear protocols, staff training, and dedicated personnel to oversee the use of Peace Spaces.

Trusted adult relationships emerged as a key factor in encouraging student participation and promoting self-regulation. While findings suggest that Peace Spaces can positively influence school climate and support students affected by trauma, the study’s scope was limited to a single school and did not include student perspectives due to COVID-19 restrictions.

Overall, the research provides practical guidance for school districts seeking to integrate trauma-informed practices. With adequate resources, professional development, and systemic support, Peace Spaces hold significant potential to improve both the social-emotional and academic experiences of students.

Peace Rooms support student self‑regulation, reduce behavioral disruptions, improve relationships, and reduce referrals.
Success depends on:

- Trained staff in trauma‑informed care
- Ongoing professional development for teachers
- Administrative support and clear implementation guidelines

Action Steps:

Steps for Implementing Peace Spaces in Schools:

1. Conduct Trauma-Informed Care (TIC) Training for Staff:

Provide professional development on trauma-informed practices, including the effects of trauma on students’ behavior and learning.
Train staff on the philosophy and purpose of Peace Spaces, emphasizing their role in self-regulation rather than punitive measures.

2. Design and Set Up Peace Spaces:

Create Peace Corners in classrooms: These should be private, calming spaces equipped with tools like “calm down” jars, mindfulness activities, and sensory items.
Establish Peace Rooms: These should be staffed by trained personnel (not necessarily licensed mental health professionals) who can offer mindfulness exercises, breathing techniques, and emotional support.

3. Develop Clear Usage Protocols:

Establish guidelines for when and how students can use Peace Spaces, ensuring they are accessible and not perceived as punitive.
Communicate to teachers that frequent use of Peace Spaces may indicate a need for additional support rather than misuse.

4. Hire and Train Dedicated Staff for Peace Rooms:

Employ staff trained in trauma-informed practices, mindfulness, and emotional regulation techniques to manage Peace Rooms effectively.
Ensure staff can build trust and positive relationships with students, as this is key to the success of Peace Rooms.

5. Integrate Peace Spaces into School Culture:

Normalize the use of Peace Spaces by promoting them as tools for self-regulation and emotional well-being.
Encourage peer modeling to reduce stigma and foster a supportive environment.

6. Monitor and Evaluate Usage:

Collect data on how students use Peace Spaces, including reasons for usage and activities performed.
Track outcomes such as changes in disciplinary referrals, classroom behavior, and overall school climate.

7. Expand Resources and Services:

Consider adding more Peace Rooms or spaces as demand increases.
Provide additional mental health services, such as counseling, to complement Peace Spaces.

8. Engage Teachers in Continuous Training and Feedback:

Offer ongoing training to address concerns and improve implementation fidelity.
Create opportunities for teachers to visit Peace Rooms and learn more about their function.

9. Customize Peace Spaces to Student Needs:

Tailor Peace Spaces to the specific needs of the student population, considering factors like age, developmental level, and cultural background.

10. Evaluate and Scale Up: o Use data and feedback to refine the implementation process.

Consider expanding Peace Spaces to other schools within the district.

By following these steps, districts can create actionable frameworks to implement Peace Spaces effectively, fostering a trauma-informed school environment that supports both students and staff.

Full Study:

https://onlinelibrary.wiley.com/doi/epdf/10.1002/pits.23045

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Peace Spaces Found to Reduce Disciplinary Referrals and Enhance Classroom Environment

Overview:

Learning Environments Action Research Network