Trust-Based Relational Intervention® (TBRI®)  
Classroom Scenarios

Applying TBRI® in the Classroom: Real-Life Scenarios 

Understanding the principles of Trust-Based Relational Intervention® (TBRI®) is just the first step—knowing how to apply them in a classroom setting is where transformation happens.

The following scenarios are designed to bring Connecting, Empowering, and Correcting to life in real-world educational environments. These examples reflect common challenges faced by students from kinship families and other trauma-impacted backgrounds.

Each scenario illustrates how a trauma-informed, relationship-centered response can help meet a student’s need, de-escalate challenging behavior, and build a stronger foundation for academic and social success.

These are not scripts, but starting points—practical illustrations of how educators can respond with empathy, intentionality, and purpose. As you read through each example, consider how you might adapt these approaches for your own students, school culture, and classroom routines.

Together, these strategies can help shift the focus from reacting to behaviors to responding to needs—creating a classroom where every child feels seen, safe, and supported.

1. CONNECTING: Building Trust and Relationships

Scenario:
Jamal, a 2nd grader in a kinship placement, often arrives at school withdrawn and quiet. He rarely makes eye contact and avoids group activities.

TBRI® Response:
His teacher, Mrs. Lopez, intentionally greets Jamal at the door each morning with a warm smile, gets down to his eye level, and says, "I’m so glad you’re here today. I saved your favorite spot by the window!"
She sets aside a few minutes each day for a short connection ritual, like playing a card game or reading together during independent reading time. Over time, Jamal starts opening up, smiling more, and participating in class activities.

Why It Works:
By prioritizing safe, positive interactions, Mrs. Lopez is building a foundation of trust that helps Jamal feel emotionally safe—an essential need for children with disrupted attachments.

2. EMPOWERING: Addressing Physical and Emotional Needs

Scenario:
Ava, a 4th grader living with her aunt, frequently has trouble focusing in the afternoon. She becomes restless, puts her head down on the desk, and gets frustrated easily.

TBRI® Response:
Her teacher, Mr. Nguyen, keeps a "calm corner" in the classroom stocked with sensory tools, fidget toys, water, and snacks. He quietly checks in and offers Ava a chance to take a 5-minute sensory break and a drink of water. She returns more regulated and ready to participate.

Why It Works:
Children from hard places often have sensory or regulatory challenges, especially if basic needs like hydration, nutrition, and emotional safety are unmet. Empowering strategies help support regulation before behaviors escalate.

3. CORRECTING: Trauma-Informed Behavioral Strategies

Scenario:
During group work, Marcus pushes another student and yells when someone takes the marker he was using. His teacher, Ms. Reed, sees this kind of outburst often when Marcus feels out of control.

TBRI® Response:
Rather than sending Marcus to the office, Ms. Reed walks over calmly and crouches beside him. In a soft voice, she says, “Marcus, I see you’re upset. Let’s take a few deep breaths together. Do you want to take a break, or would you rather talk with me now?”
After Marcus is calm, Ms. Reed works with him to role-play how to handle the situation next time and gives him a visual cue card for group work expectations.

Why It Works:
Instead of punishing the behavior, Ms. Reed uses a correcting strategy that teaches and empowers Marcus through connection and coaching—preserving the relationship while guiding growth.

Learn more about TBRI® For Teachers at: https://child.tcu.edu/tbri-for-teachers/#sthash.fS3eJUPg.k0wk0C6b.dpbs