In my experience, these principles are actually more important in settings of conflict and displacement. When a student's life is chaotic, the classroom must be a stable Microsystem. Principles like "group preparation" and "quiet transitions" create the routine and safety that students need to move from a state of survival to a state of learning.

One problem I encountered was that high-energy games sometimes triggered over-excitement or even aggression in students who have experienced trauma. I addressed this by using structured transitions, like the quiet breathing exercises we discussed earlier, to lower the energy levels before moving back to a serious topic like Math. By balancing the "fun" with "calm," I ensure the environment remains a Liberator rather than a source of more stress.