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- Physical or sexual abuse
- Abandonment
- Neglect
- Death or loss of a loved one
- Life-threatening violence of a caregiver
- Witnessing domestic violence
- Serious accidents such as a car accident
- Bullying
- Life threatening health situations or painful medical procedures
- Witnessing or experiencing community violence (shootings, stabbings, robbery, fighting)
- Witnessing police activity
- Having close relative incarcerated
- Life-threatening natural disasters
- Acts or threats of terrorism (viewed in person or online)
- Living in chronic and chaotic environments (housing and financial resources are not consistently available).

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- Brain triggers chemical and neurological reactions when there is a perceived threat & in early years of development an increase of this response can cause a permeant heightened reactive or longer response in future events.
- Hyperarousal or being "on guard" can create a continuous fear effect making children prone to anxiety, panic, hyper vigilance, and increased heat rates. All can inhibit her-level thinking.
- In case of insecure attachments to trusted adults there is a lack of ability to reestablish sense of safety and control after a traumatic event. This is exaggerated by children who have experienced trauma from a once trusted adult.
- Hyperarousal states also create connection and attachment issues in peers.
- Hippocampus tends to be underdeveloped in children who have experienced trauma effecting their ability to put potential threats into proper context.
- Social Emotional Regulation is also impaired by trauma. Children have an inability to self regulate because of their hyperarousal state which causes the student to be tightened longer do to a threat or perceived threat.
- Emotional regulation issues also impact peer interactions and abilities to build relationships. Children of trauma struggle with the necessary skills to problem solve peer interactions in non-aggressive ways. Further they are more likely to engage in dangerous behaviour or hurtful language.
- Imaginative play is also impacted due to possible memories that can resurface during these sessions.
-Listening and concentrating in class is impacted by trauma and children will begin to dissociate during events that can be triggered by sounds, sights, smells or behaviours.
-Behaviours and symptoms can be miss-diagnosed as oppositional defiant disorder (ODD), attention-defect/hyperactivity disorder (ADHD) rather than symptoms of trauma.

Summary
Re-experiencing = constantly thinking about the event, replaying it over in their minds
Avoidance = consciously trying to avoid engagement, trying not to think about the event
Negative Cognitions and Mood = blaming others or themselves, diminished interest in pleasurable activities and an inability to remember key aspects of the event
Arousal = being on edge or looking out for another event, constantly worried.

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3 Trauma-Informed Practices Backed by Science

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3 Trauma-Informed Practices Backed by Science

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Social Emotional (SEL) Practices
1. Educators deal the daily doses social and emotional framework in which students can heal.
2. SEL activities reinforce skills to reduce toxic stress by focusing on CASEL competencies

Discipline Policies
1. Students coming to school with high behaviour issues and impulse control may have adversity in the home.
2. Restorative justice & in school
suspensions allow students to stay safe at school and not return to home where there may be triggers to trauma.
4. Quiet time to allow adrenaline & cortisol levels to lower.

Mindfulness
1. Trauma-infused students have high cortisol, blood pressure, heart rates & adrenaline levels.
2. Mindfulness such as
meditation lowers these levels.

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1. Trauma Awareness = being aware of the high prevalence of trauma in schools.
2. Safety & Trustworthiness = creating a physical, emotional, spiritual & cultural safe classroom. Needed for healing.
3. Choice, Collaboration & Connection = encourages collaborative work with many different people to create opportunities for connection.
4. Strength & Skill Building = to promote resillency and coping skills.

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Define Trauma: experiencing, witnessing, or being confronted with events of actual or perceived threats. These threats could include death or harm. Harm can be defined as physical, emotional and spiritual spheres of existence. These events may also be targeted to the specific trauma patient or a loved one.

Canadian Statistics (2014)
1. 33% experienced childhood abuse before 15.
2. 10% before 15 years had witnessed violence by a parent/guardian against another adult in home. Of these children 70% also reported the same violence against them.
3. 40% of Aboriginal people have reported childhood abuse.
4. 48% of people 15 years old and younger and identify as LBGTQ+ reported abuse.
5. Illegal drug use was 50% greater amount those who experienced abuse.

What Does Trauma Look Like?
1. Excessive anger
2. Unusual startle reactions
3. Loss of appetite
4. Extreme fatigue
5. Physical or verbal aggression
6. Regular tardiness or absence from class
7. Perfectionistic or controlling anxious behaviour
8. Difficulty concentrating
9. Frequent headaches or stomachaches
10. Low self-confidence
11. Irritability
12. Clinginess
13. Trouble making friends
14. Self-harm or suicidal ideation
15. Hoarding
16. Risky behaviours
17. Panic attacks
18. Extreme self-reliance
19. Running away
20. Defiance
21. Alienation from peers

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Student Behaviour
1. Communicate expectations of discipline policies that are clear and consistent.
2. Zero tolerance of bullying
3. Avoid expulsion and suspensions
- Removal of students creates environment of isolation and abandonment
4. Implementing School/Classroom Positive Behaviours reinforcenments
- Framework focusing on social behaviours, elevating them to the importance of academics.
5. SEL implementation across school and in each classrooms
- Competencies of Self-Awareness, Self-management, Social Awareness, Relationship Skills & Responsible Decision Making.
-Character strong program: highlighting mindfulness, gratitude, respect
6. Sanctuary Model
- Full system approach to create organizational culture of support.
- System goals in creating culture of: nonviolence, emotional intelligence, social        learning, shared governance, open communication, social responsibility, and growth & change.
- Uses S.E.L.F to implement model: (Safety - Emotion Management - Loss - Future). Individuals of trauma don't feel safe and have challenges with emotions, struggle with their losses and are challenged with seeing a positive future.

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1. Restorative Practices: promotes inclusiveness, relationship building & problem solving.
-Conflict resolution
-Community circles
- Class meetings
- Helps to: reduce crime, violence and bullying
improve behaviour
strengthen school community
provide effective leadership
restores relationships
repair harm
provides ownership of wrongs
empowers victims
allows forgiveness
creates new friendships
provides support.
teach empathy
2. Students who play together form social relationships
- Learn names quickly and correctly as the teacher & encourage class games that teach names
- Show-and-tell: creates connections with similar interests and passions.
- Play learning my peer games such as two truths and a lie, and pother fact re-member games.
- Play table games and outside play time that is not entered on PE.
3. Highlight students
- Find reasons to post all student work. Find value in everyone's work not just the "good looking" or "neat work" look for the thoughtful and funny work as well to create value and build connections.
- Have students create a get to know me powerpoint
4. Classroom environment:
- Assign seats and change often to establish relationships. use learning groups to create dependancy on one another.
- Create learning groups and have students depend on one another for help.
- Use sensory sensitive practices such as low lighting and aroma therapy to create calm environments.

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Growth Mindset
1. Acknowledge and embrace imperfections
2. View challenges as opportunities
3. Try different learning tactics
4. Replace negative vocabulary with positive words: failing with learning
5. Stop approval seeking and replace with self determination
6. Value process over end result
7. Emphasize growth over speed
8. Focus on constructive feedback and ignore negative feedback
9. Creates higher self-esteem
Critical Literacy Poems
1. Emotional exploration of traumatic events through poetry
2. Students can express trauma and emotions through metaphor, similes, alliteration & personification.
3.  Shared in a safe class these poems can be impactful to the writer and readers.
4. Expressing the emotions of events can release the stress and help students to heal.

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Trauma Informed Teaching: Student Impact

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Trauma Informed Teaching: Student Impact

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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Trauma Informed Care: Generational Testimony

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Trauma Informed Care: Generational Testimony

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How Trauma Informed Care Saved My Life  | Adrienne Rouan | TEDxDelthorneWomen

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Trauma is condition that can have far reaching affects on students lives. It can develop from either a direct or perceived threat of harm that the individual experiences. Trauma can also develop from witnessing harm of others. My original thoughts were that trauma was mostly due to physical or sexual harm experienced by an individual but now I have discovered that it can also occur form a serious accident, bullying and neglect or abandonment. The effects of trauma impact students on multiple levels: emotional, social, and academically. Furthermore, the statistics of how many students experience trauma in Canada are also staggering with 33% of children having experiencing abuse of some form while excluding the other forms of trauma. Staggering but not surprising Aboriginal children experience 44% abuse.

In order to help students conquer their trauma it is important to have  a trauma informed practice that can recognize and provide realistic strategies for students with trauma. I have found that the following concepts are essential in this process: building a trauma awareness, providing a safe and trusting environment, building peer to peer connection as well as teacher to student connections, and building strengths in the students existing skills.

While these are essential strategies to assist students in trauma cope and conquer the challenges they face. The strategies are also universally beneficial to students who are in the 77% of not experiencing trauma. Creating a school and class culture that is sensitive to trauma will also provide essential support to other that need it such as students with other diverse needs and who often come with ministry designations. Furthermore, students always need meaningful connections to peers in which they can obtain support from emotionally, socially and academically. Consequently, this support only further develop the class culture and social emotional intelligence.

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