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 Trauma is always the result of a frightening and upsetting event.

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Trauma is not always a single frightening and upsetting event. It can also be ongoing exposure throughout the child's early development and/or different types of traumatic events (complex trauma). Trauma can cause significant issues with behavior and learning.

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Students will not show or at times express their distress. Teachers will fail to identify a child who is facing trauma. Usually, the red flag is when students become aggressive or demonstrate off-putting behavior. Nancy Rappaport, MD, says, “They are masters at making sure you do not see them bleed.”(Child Mind Institute, n.d.)

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Children that suffer from trauma can not communicate effectively since they have never developed secure attachments to any adult. “Kids who’ve never developed that early template that you can trust people, that you are lovable and that people will take care of you,” Dr. Howard explains, “need support to form that kind of relationship."(Child Mind Institute , n.d.)

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Children learn to self-soothe as infants when a parent comforts them and soothes them. If those children never experienced comfort from an adult, they do not develop the ability to self-regulate. It is important to note that CO-REGULATION comes before SELF-REGULATION.

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Children who believe they are at fault accept the title of "I'm a bad kid." These children are under the misconception that all adults "are out to get them." As Dr. Rappaport puts it: “They see negative where we see neutral.”(Child Mind Institute , n.d.)

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They are in constant fight or flight response which can then make them seem hyperactive.

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The key to creating a safe and supportive classroom is to cultivate an environment where the student can feel physically and emotionally secure. Part of this has to be being aware of all triggers so as to avoid further trauma.

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Building Relationships: Positive Connections 

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Building Relationships: Positive Connections 

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Developing positive teacher-student relationships is vital. Demonstrating to the student authentic care, understanding, and fostering respect for each individual's needs.

In the documentary Paper Tigers, the student Steven Garduno was endanger of failing his senior year and giving up on school. The teacher, Mr. Gordon, listened compassionately and not argumentatively. "Just know I'm unwaveringly on your side and I am here for you." (Redford, 2015) That simple statement can mean the world to a child in a time of crisis.

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So many students today are struggling with emotional regulation. This means that students who have experienced trauma have not attained the skills or coping mechanisms to regulate their emotions. Empathetic teaching means enabling them to cultivate strategies and skills to manage stress and emotions constructively.

“Helping children develop emotional regulation skills positively contributes to their ability to manage difficult situations,” Nichole Henderson, Uvalde CISD director of recovery services, said in a news release (Scheve, 2024).

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‘Calm kits’ at Uvalde CISD aim to reduce stress in students with trauma — San Antonio Express-News

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As Uvalde’s students enter the classroom next week, they will have a new tool available to them when they experience big emotions. Cincinnati-based company Calm Caterpillar is becoming part of the district’s mission of trauma-informed care — following the Robb Elementary School massacre — with a donation of 166 Calm Corner Kits.

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Each student is an individual that learns in their unique way. Educators need to be able to recognize each child's learning style and pace. This will allow for flexibility in various teaching methods ensuring students' performance and confidence increase.

"A student’s access to positive role models and ways of dealing with peers can play a major role in the healing process and lead to strong social, academic, and behavioral outcomes." (Department of Education , 2019)

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Empathetic teaching is a balance between permissiveness and harsh discipline. Permissiveness lacks structure and harsh discipline can re-traumatize. "When administrators, teachers, and staff understand and respond to those affected by trauma in positive, proactive ways, they help reduce trauma’s negative impact, support critical learning, and create a more positive school climate. " (Department of Education , 2019)

This research has proven that empathic teaching allows students to improve and feel support in all manners of life. As a result, the child will be more resilient in the face of challenges

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Redford, J. (Director). (2015, May 28). Paper Tiger Documentary. KPJR Films.

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The behavior of both Trauma and ADHD students can present in the same way. How do we differentiate? Through empathetic teaching, there is no need to differentiate. Empathetic teaching allows for an understanding of the whole child. Therefore, the methods utilized seek to provide tailored support for each student.

Bearing in mind the student's needs and circumstances requires communication between educators, families, and support services available. One of the goals of empathic teaching is to implement a supportive atmosphere to allow the child to succeed in their education and their non-academic world. The key factors of empathetic teaching are clear communication and a whole understanding of the life challenges affecting a student's experience.

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Empathetic teaching identifies external factors such as poverty that will affect a student's learning and behavior. Some of these factors could be abusive home life, food insecurity, homelessness, and/or taking on a parental role.

Collaborating with community support services, child study team (if IEP is in place), school counselors can implement a plan to reduce the challenges of living in poverty. For example, a student who is coming to school hungry and volatile due to said hunger can then be provided with a meal every morning. Thus, improving his educational experience and creating a sense of safety and understanding.

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Tennessee Department of Education: Trauma-Informed Discipline Practices 

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Tennessee Department of Education: Trauma-Informed Discipline Practices 

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Department of Education . (2019, April). Trauma-Informed Discipline Practices Guidance Document. Tennessee Department of Education; Tennessee Department of Education. https://www.tn.gov/education/educators/licensing.html

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The symptoms of poverty and learning disabilities can mirror each other. Cognitive development can be affected by lack of proper health care and resources.

If an educator is not aware of the student's struggles due to poverty, one can misinterpret the symptoms and attribute them to a learning disability.

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How Trauma Affects Kids in School
by Caroline Miller

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How Trauma Affects Kids in School
by Caroline Miller

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Child Mind Institute . (n.d.). How trauma affects kids in school by caroline miller (C. Miller, Ed.). Child Mind Institute . Retrieved February 25, 2024, from https://childmind.org/article/how-trauma-affects-kids-school/

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Scheve, A. (2024, February 16). “Calm kits” at Uvalde CISD aim to reduce stress in students with trauma — San Antonio Express-News. Apple.news. https://apple.news/AHJ85DxmxSVqjM9yavxIOrw

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Cole, S. F., Eisner, A., Gregory, M., Ristuccia, J., and, T., for, A., & Harvard Law School. (2013). Helping Traumatized Children Learn. Massachusetts Advocated for Children.

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"It is critical that children feel safe and connected to others in all parts of the school, not just in one program or with one teacher"(Cole et al., 2013).

Clearly, the traditional education system is not effective for all populations of students. Change needs to happen. Social justice in education entails breaking down systemic barriers and forming trusting relationships. Trauma-informed teaching is one way to build positive relationships which then can create an infrastructure of trust. As a result, academic success can be achieved.

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System inequities need to be challenged so that all students can be successful. Truama-informed teaching allows the educator to identify the root causes of trauma.

"By identifying the large number of children who are chronically bullied, live with homelessness or in the proximity of pervasive community violence, are refugees from war-torn countries, are shuttled around in the foster care system, survive natural disasters, undergo multiple, invasive medical procedure, or live with a parent traumatized by combat, these studies have demonstrated that traumatic experiences are more pervasive than many educators currently recognize" (Cole et al., 2013).

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The education system has been a one-size-fits-all venture for too long. The trauma lens has brought to the surface the knowledge we need to address the challenges faced by different students. Educators who are implementing trauma-informed practices contribute to an education system that is nondiscriminatory and empowers ALL students, despite economic hardships, backgrounds, or life challenges. According to Cole et al. (2013) as this awareness grows into a deeper understanding, educators will see how a trauma-sensitive environment can help children who are struggling feel safe, connected to the school, and engaged in learning.