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Trauma-Informed Schools 101:  Simplified

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Trauma-Informed Schools 101:  Simplified

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You don't have to be a therapist to be therapeutic!

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Trauma-Informed Schools 101:  Simplified

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Six Ways Developmental Trauma Shapes Identity

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Six Ways Developmental Trauma Shapes Identity

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Developmental trauma is more common than many of us realize.

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PACES: Protective and Compensatory Experiences

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PACES: Protective and Compensatory Experiences

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This is why building relationships with our students is so important.

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ADHD and Trauma: Similarities and Differences

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Attention deficit hyperactivity disorder (ADHD) and trauma share certain symptoms. Learn about the relationship between ADHD and trauma, their similarities, and differences.

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Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K–5

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Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K–5

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Although focused on K-5, this book provides foundational concepts that are applicable across grades, including high school. It covers creating a trauma-sensitive school culture.

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Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

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Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom

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A guide to developing practices and policies for schools that foster safe and nurturing environments, thus promoting learning and growth for all students.

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Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others

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Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others

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Highlights the importance of self-care for educators and others who work closely with traumatized populations, offering strategies for managing stress and preventing burnout.

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Laura van Dernoot Lipsky with Connie Burk

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Highlights useful strategies for and classroom examples of relationship-building and its positive impact on trauma-informed practice change in schools.

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Building Relationships as a Foundation of Trauma-Informed Practices in Schools

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Is there a link between ADHD and trauma?

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Is there a link between ADHD and trauma?

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Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that often begins in childhood. Studies have found that trauma occurring in childhood may exacerbate or predict some ADHD symptoms.

Traumatic events, such as experiencing violence, abuse, or neglect, can not only result in children behaving in ways that imitate ADHD, but these symptoms can develop well into adulthood as well. Symptoms may include difficulty focusing, inattentiveness, hyperactivity, and impulsivity.

However, some symptoms occurring in children after a traumatic event, such as violence at home, may actually be post-traumatic stress disorder (PTSD). Symptoms such as being unable to focus in class or being constantly fidgety may result in a misdiagnosis of ADHD.

Although the Centers for Disease Control and Prevention (CDC) say that the causes of ADHD are still unknown, potential causes include genetics, brain injuries, and exposure to environmental risks. Some studies have found, however, that children with ADHD were more likely to have had an experience of a traumatic event.

This article will explore the link between ADHD and trauma. It will also explore the link between ADHD and PTSD, the shared symptoms, and how to differentiate between ADHD and trauma overall.

Some have found that childhood trauma may be a marker for a person developing ADHD later in life.

Negative memory bias can link to an increase in symptoms of ADHD, such as inattention, hyperactivity, and impulsivity. This is where stressful events that happen early on in life can make a person view the world in a negative manner, focusing on bad situations and emotions rather than good ones.

Older studies have found that experiencing a high number of adverse childhood experiences (ACEs) can have a significant link to developing ADHD. These may include experiencing highly stressful events such as:

abuse or violence

neglect or poverty

witnessing violence

The of ADHD are still not fully known, but stress experienced early on in life the brain of a child. Stress can disrupt not only the development of the brain but also the ways in which the brain regulates how a person thinks, feels, or acts.

The cycle

If a child has ADHD symptoms such as hyperactivity or impulsivity, they may encounter more trouble than a child without symptoms. They may also experience more stressful events, such as being told off, violence, or punishment.

This, in turn, can register as trauma, meaning the cycle of the symptoms, trauma, and thus more symptoms occurs.

What is ADHD?

ADHD is a neurodevelopmental disorder in which a person has symptoms such as difficulty focusing, impulsivity, and hyperactivity.

Diagnosis usually occurs in childhood, with around 8.4% of children in the United States having ADHD and 2.5% of adults.

Causes of ADHD are relatively unknown but may include:

genetics

injuries to the brain

use of substances during pregnancy, such as alcohol

low birth weight

Learn more about ADHD here.
Both trauma and ADHD share some overlapping symptoms, such as:

being fidgety or restless

being distracted, inattentive, "spacey," or losing focus easily

hyperactivity or hyperarousal

impulsivity, which is a symptom of ADHD but may also manifest as "acting out" in those with trauma

difficulties with doing certain tasks, being organized, and managing emotions

The effects of trauma on a child can permeate well into adulthood. Since symptoms can overlap, it may seem there is a link between the two. Symptoms that are usually exclusive to trauma include:

physical symptoms such as headaches, racing heart, and digestive issues

emotional responses such as fear, sadness, anger, denial, shame, and confusion

nightmares in response to the traumatic event

Learn more about trauma here.
Post-traumatic stress disorder is a condition that occurs after a person experiences a highly stressful or traumatic event. It may manifest as symptoms such as:

flashbacks

nightmares

intrusive thoughts

distress when experiencing things that remind or relate to the event

physical symptoms such as sweating, beating heart, shaking, or numbness

being hypervigilant or extremely alert

being angry or upset easily

inability to sleep

using substances to avoid memories

avoiding memories or emotions, such as avoiding affection

emotions such as shame, guilt, fear, or anger

being unable to trust anyone

Some studies indicate there is a link between PTSD and ADHD, particularly as a child may not be able to regulate or make sense of the emotions they are feeling regarding trauma. This may, in turn, manifest as common ADHD symptoms, such as lack of focus, disruptiveness, or impulsivity.

Understanding the root cause of trauma, and communicating about the event, can help understand as to whether a person's behavior relates to ADHD or trauma. Trauma will exacerbate ADHD symptoms, but ADHD many other causes, too, such as genetics.

Major differences include people with PTSD experiencing negative, intrusive thoughts or avoiding things or events that remind them of a particular trauma.

Talking with a professional is the first step to treatment for ADHD symptoms. They can help understand whether such symptoms stem from PTSD, traumatic events that have occurred, or other causes such as genetics. Treatment for ADHD usually :

Processing the trauma with professional help is an essential treatment for those with PTSD. Since the symptoms of PTSD and ADHD can overlap, it is important to consider the full picture of a person's background and what they have experienced to diagnose any condition.

Some studies have found that childhood trauma may predict some symptoms of ADHD. Experiencing trauma may lead to an increase in ADHD symptoms such as inattention, hyperactivity, and impulsivity.

If a child or an adult is experiencing ADHD symptoms, it is important to seek professional help. Both ADHD and PTSD have overlapping symptoms, but trauma may not necessarily cause ADHD.

A personalized treatment plan can help a person or their child navigate symptoms of ADHD and, if necessary, the effects of trauma.

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Some studies have found that trauma which occurs in childhood may exacerbate or predict some symptoms of ADHD.

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When kids are struggling with behavior and attention issues, the first explanation that comes to mind is often ADHD (attention-deficit hyperactivity disorder).

But exposure to trauma can also cause symptoms that look like ADHD. And trauma can be overlooked and left untreated when kids are misdiagnosed with ADHD.

Children with ADHD can be fidgety (always getting out of their seats), distracted (not paying attention to the teacher), and disruptive in class. Kids who have had a traumatic experience - or repeated exposure to violence or abuse - do some of the same things, explains explains Jamie Howard, PhD, a clinical psychologist who is a trauma expert at the Child Mind Institute.

Some children who've been exposed to violence or another disturbing experience develop post-traumatic stress disorder (PTSD). There are also many kids who experience repeated traumatic events in their home or community who develop these symptoms, even though they don't meet all the criteria for PTSD. This is sometimes called "complex trauma," and these kids, too, can be misdiagnosed with ADHD.

And to add to the confusion, kids can also have both ADHD and trauma.

Symptoms of PTSD or complex trauma that might look like ADHD include:

Hyperarousal. Children who've been through a trauma, or exposed to repeated trauma, are unusually sensitive to signs of danger or threat. "If you're on high alert for danger - if you have all sorts of stress hormones surging in your body - it's going to make it hard to sit still and calmly pay attention," explains Dr. Howard. "That can look like the hyperactivity and impulsivity of ADHD."

Reliving traumatic events. Kids exposed to trauma may mentally re-experience traumatic events, and that can make kids look spacey and distracted, like kids with the inattentive type of ADHD. "If you're having intrusive thoughts about a traumatic event you've been through, you're not attending to the present moment," notes Dr. Howard. "You're distracted because you've been through something so big that your mind can't digest it."

A negative view of others. Kids who've experienced trauma have a tendency to perceive people as hostile, to assume they have negative intentions towards them. That can cause kids to act out in ways that can look impulsive (a symptom of ADHD) or oppositional (something kids with ADHD often develop). But in kids with trauma, it's a response to a perceived threat. "Their fight-or-flight system has been activated and is firing even when there is no danger present," notes Caroline Mendel, PsyD, a clinical psychologist at the Child Mind Institute.

Difficulty with executive functions. Like kids with ADHD, children who've experienced trauma tend to have trouble with executive functions like staying focused, planning how to complete a task, managing emotions or thinking things through before acting.

The first step in distinguishing what's causing a child's behavior is to consider their history - to find out if they've been exposed to trauma, and the timeline of their symptoms- whether they appeared earlier or after than the trauma. It's also useful to find out whether there is a family history of ADHD, Dr. Mendel notes, because kids whose close relatives have ADHD are more likely to have it themselves.

A clinician looking at all the symptoms a child is exhibiting would be able to identify behaviors of ADHD that distinguish it from trauma, and vice versa. For instance, notes Dr. Howard, kids who are hyperactive and impulsive have behaviors that don't map with trauma: "Interrupting, excessive talkativeness, running down the hallway." Having a variety of hyperactive and impulsive symptoms points to ADHD.

In the same way, kids with PTSD have symptoms that are not consistent with ADHD. For instance, they experience intrusive, disturbing thoughts- not a symptom of ADHD.

Another symptom of PTSD is avoidance of things that remind you of the traumatic experience. As Dr. Howard puts it, "Are they avoiding going home? Getting in a car? Lingering in the hallways at school? Especially if you know what trauma they've been exposed to, consider if there's a strategic component to some of their behaviors, because with PTSD it's all designed to keep you safe." Again, this kind of avoidance does not stem from ADHD.

Complicating the task of diagnosis, it's also possible for kids to have both ADHD and PTSD.

In fact, there is evidence that children with ADHD who have a disturbing experience are four times as likely to develop PTSD than kids without the disorder. And they're likely to experience more severe trauma symptoms than kids without ADHD.

Imaging studies show that ADHD and PTSD are associated with similar irregularities in brain functioning, which could explain the heightened risk. And that heightened risk means that children with ADHD need extra attention and support in case of a traumatic experience, and should be screened for PTSD, notes Dr. Mendel. Kids diagnosed with PTSD should be screened for ADHD, too.

If trauma goes undiagnosed and a child is treated with stimulant medication for ADHD, in some cases the medication can increase trauma-related anxiety, making children more hypervigilant and on edge. If a child is known to have both ADHD and PTSD and stimulant medication makes them more anxious, a clinician would likely decide to switch to a non-stimulant medication.

Most important, when signs of trauma are misdiagnosed as ADHD, children are unlikely to get the specific support they need to deal with the trauma in a healthy way. Unless they get treatment that addresses the trauma with something like trauma-focused cognitive behavioral therapy (TF-CBT), their symptoms aren't likely to improve. "ADHD treatment is not going to help them process the trauma," explains Dr. Mendel. "It won't help with their relationships with others, how they see the world, how they view themselves or their future. They're still going to have difficulties managing the thoughts and feelings that come along with having experienced the trauma."

In addition, kids who have behavior problems stemming from unrecognized PTSD tend to be stigmatized, especially if they are diagnosed with a behavior disorder like oppositional-defiant disorder or conduct disorder. "If a school is seeing a child through a behavior lens, they're going to be more likely to remove them from the class, to suspend them, even to call 911," observes Dr. Mendel. "And again, that is not the supportive environment that a child who has experienced trauma needs to heal."

If a child is having trouble in school, even a well-intentioned clinician may run down a quick list of the symptoms and conclude that the issues are due to undiagnosed ADHD. And, without a more thorough evaluation, that diagnosis can seem like the simplest explanation. "ADHD screening tools are great for identifying children who need support," notes Dr Mendel. "But if we rely on ADHD checklists alone, without looking at the big picture, it may lead to misdiagnosis."

Parents might not see a link between the child's behavior and possible trauma - or they may not feel comfortable talking about disturbing experiences the child might have had. As a result, they may not volunteer information about it unless they're directly asked. And a clinician might well be reluctant to ask about trauma - which includes things like domestic violence, abuse and neglect - out of worry that it might damage their relationship with the family.

It's especially critical to be alert to the possibility of misdiagnosis in communities where there is a high level of violence. "In populations where kids are exposed to a lot of community violence, there are higher rates of ADHD diagnosis," Dr. Howard notes. It's possible that some of those diagnoses are missing signs of trauma.

Kids are also more at risk where there is poverty, whether it's in urban or rural communities, explains Dr. Howard. "Where there's poverty, there's more trauma, and usually fewer educational resources and taxed teachers." And kids often hide traumatic events, lack the words to explain them, or don't see or understand them for what they are.

Studies show that students of color are more likely to be treated as behavior problems than white students, which can lead to misdiagnosis. "We know that BIPOC students are more likely to be referred and suspended for disciplinary reasons than their white peers," notes Dr. Mendel. "But there's also a higher likelihood of them experiencing traumatic events, whether it's racial trauma or another stressor, like poverty or community violence."

That said, trauma can happen anywhere, to any child, and is often invisible to outsiders. "You don't know if there's domestic violence going on at home," says Dr. Howard. "You don't know if a child's been in a terrible car accident." As a clinician, she says, "You should always consider what's happened to this child that might be causing them to behave this way."

That's why, Dr. Mendel adds, a series of questions about traumatic events should be part of a standard evaluation for any mental health challenge. If it's standard procedure, a family might be less likely to feel singled out by questions about possible trauma, she notes. "Asking those questions should be part of a diagnostic evaluation for any disorder. Look at the symptoms of depression, there's some overlap with trauma. Look at symptoms of anxiety, there's overlap with trauma. You always want to make sure that you have the full picture."

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Is It ADHD or Trauma? - Child Mind Institute

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When kids have behavior and attention issues the first explanation that comes to mind is often ADHD. But exposure to trauma can also cause symptoms that look like ADHD. And trauma is often overlooked when kids are misdiagnosed with ADHD.

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Notching Up the Nurtured Heart Approach – The New Inner Wealth Initiative for Educators

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Notching Up the Nurtured Heart Approach – The New Inner Wealth Initiative for Educators

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With this book, educators will recognize that it does not take better or different curriculum,more staff, or more dollars to bring about amazing and sustained transformations in classrooms and schools. Instilling inner wealth in students takes only a few minutes of intervention each school day. The result: more productive and better behaved students, more productive classrooms and schools, and a better future for each child. This book has a fresh slant on the Nurtured Heart Approach that will benefit educators, parents and therapists, whether they're well-versed in the Nurtured Heart Approach or newcomers to this work. In this latest book, Glasser takes his Nurtured Heart Approach to a new level that nurtures and builds inner wealth in every child.