# data[].attributes.headline
"Toxic stress- a term used to describe traumatic experiences in childhood, which threaten healthy brain development, and are associated with lifelong health and social problems."

# data[].attributes.subject
"Toxic stress- a term used to describe traumatic experiences in childhood, which threaten healthy brain development, and are associated with lifelong health and social problems."

# data[].attributes.body
This definition comes from Paul Kowalski's, Paper Tigers.

Those who experience this stress may be from a number of causes, which is important for educators to know.

The following may be some of those causes,

divorce

alcoholism

drug abuse

illness

disease

depression

abandonment

# data[].attributes.headline
Behaviors of students who experienced trauma 

# data[].attributes.subject
Behaviors of students who experienced trauma 

# data[].attributes.body
Students who experience trauma have behavioral concerns both in and out of school. It is important for educators and others involved in this person's life to recognize these behaviors.

Sometimes these behaviors may even look like other disorders. The following suggests some of the behaviors that these students may exhibit.

Students may be

hyperactive

negative attention seeking

skipping school

smoking

doing nothing

having a hard time connecting with others

having trust issues

cursing

yelling

screaming

throwing

hitting

crying

oppositional

hungover

using drugs

having fight or flight response

struggling to communicate

being wary of adults

being silently in pain

having difficultly expressing feelings

having challenges to self-regulate

having dark thoughts

being in isolation

making suicide attempts

# data[].attributes.headline
Strategies used in trauma informed teaching

# data[].attributes.subject
Strategies used in trauma informed teaching

# data[].attributes.body
Communication is so important. Students and teachers both are encouraged to share feelings and talk about experiences. Class meetings may be held in some settings and self-advocacy may be taught.

Model healthy relationships

As a person present in their life you have the opportunity to model and share healthy experiences with students who experience trauma, which can be learned from.

Offer cooperative learning

Students should have the opportunity to work in pairs as well as small groups, depending on what's appropriate at the time.

Provide safe places and spaces

Offer a nurturing environment and one that also has tools for students to take a break when necessary.

Meaningful and authentic

Daily instruction and assessments would be practical and relevant to students' needs.

Accountability

"Still holding them accountable, still having to deal with consequences, but still loved and accepted." Paul Kowalski's Paper Tigers

Homework

Little to no homework would be given as research suggests there is no proven benefit to having homework.

Need for social justice

Providing an awareness of trauma-informed-teaching to educators as these students deserve it.

# data[].attributes.headline
Students who experience trauma often have difficulty___

# data[].attributes.subject
Students who experience trauma often have difficulty___

# data[].attributes.body
This is a great video resource!

# data[].attributes.body
The Adverse Childhood Experiences (ACEs) study is one of the largest investigations about childhood abuse and neglect and household challenges and later-life health and well-being, per the CDC.

ACEs distributed questionnaires, and asked questions such as: how often were your parents too drunk or high to take care of the family? or In the first 18 years of your life, did an adult, older relative or family member touch or fondle you in a sexual way?

Mr. Gordon in Paper Tigers informs us that ACE's also looked at thousands of records, and particularly focused on 10 questions, similar to the ones posted above. A person that responded yes to 4 or more is/has:

7x more likely to go to jail

double the risk of cancer or stroke

12x more likely to commit suicide

Mr. Gordon also reminds us that this can be offset by a stable, caring adult.

# data[].attributes.attachment_link.readable_text
Adverse childhood experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by gender, race, age, and education. The prevalence of ACEs is organized by category.

ACEs Definitions

All ACE questions refer to the respondent's first 18 years of life.

Abuse

Emotional abuse: A parent, stepparent, or adult living in your home swore at you, insulted you, put you down, or acted in a way that made you afraid that you might be physically hurt.

Physical abuse: A parent, stepparent, or adult living in your home pushed, grabbed, slapped, threw something at you, or hit you so hard that you had marks or were injured.

Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you.

Household Challenges

Mother treated violently: Your mother or stepmother was pushed, grabbed, slapped, had something thrown at her, kicked, bitten, hit with a fist, hit with something hard, repeatedly hit for over at least a few minutes, or ever threatened or hurt by a knife or gun by your father (or stepfather) or mother's boyfriend.

Substance abuse in the household: A household member was a problem drinker or alcoholic or a household member used street drugs.

Mental illness in the household: A household member was depressed or mentally ill or a household member attempted suicide.

Parental separation or divorce: Your parents were ever separated or divorced.

Incarcerated household member: A household member went to prison.

Neglect

Emotional neglect: Someone in your family never or rarely helped you feel important or special, you never or rarely felt loved, people in your family never or rarely looked out for each other and felt close to each other, or your family was never or rarely a source of strength and support.

Physical neglect: There was never or rarely someone to take care of you, protect you, or take you to the doctor if you needed it, you didn't have enough to eat, your parents were too drunk or too high to take care of you, or you had to wear dirty clothes.

¹Collected during Wave 2 only.
Items were reverse scored to reflect the framing of the question.

Participant Demographics

Demographic information is from the entire ACE Study sample (n=17,337).
Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different reports of participants' demographic information.
ACEs Prevalence

The prevalence estimates reported below are from the entire ACE Study sample (n=17,337).
Note: ³Collected during Wave 2 only (N=8,629). Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.
Note: Research papers that use Wave 1 and/or Wave 2 data may contain slightly different prevalence estimates.
Source: Centers for Disease Control and Prevention, Kaiser Permanente. The ACE Study Survey Data [Unpublished Data]. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention; 2016.

# data[].attributes.attachment_link.description
Adverse childhood experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by gender, race, age, and education. The prevalence of ACEs is organized by category. All ACE questions refer to the respondent's first 18 years of life.

# data[].attributes.body
Trauma can significantly impact a student's ability to learn and engage in the educational process. By adopting trauma-informed teaching practices, educators can create more equitable learning environments that support the needs of all students, including those who have experienced trauma. This helps to level the playing field and ensure that all students have an equal opportunity to succeed academically.

Trauma-informed teaching is a matter of social justice because it recognizes and addresses the impact of trauma on students' lives, promotes equity in education, addresses systemic inequities, supports healing and resilience, reduces disparities in discipline and achievement, and empowers students and communities to thrive. By adopting trauma-informed practices, educators can work towards creating more just and inclusive learning environments where all students have the opportunity to succeed.

# data[].attributes.headline
Quoted research on trauma informed care in schools

# data[].attributes.subject
Quoted research on trauma informed care in schools

# data[].attributes.attachment_link.title
Quoted research on trauma informed care in schools

# data[].attributes.headline
"Behavior isn't the kid, it's a symptom of what's going on in their life."

# data[].attributes.subject
"Behavior isn't the kid, it's a symptom of what's going on in their life."

# data[].attributes.body
- Erik Gordon, Paper Tigers.

Empathetic teaching, otherwise known as trauma-informed-teaching is increasing nationwide, and rightfully so. Often, a student's "bad behavior" is labeled as just that, and it is easy to suspend them without seeking out what the cause is. The experiences of the educators at Lincoln Alternative High School in Walla Walla, Washington shows us as viewers and educators ourselves that listening to and giving a student self-worth is when you start to see the behavior change, and the adverse flower begin to bloom.

Steven, a senior at Lincoln, struggled with truancy, smoking weed, and failing grades. One day, he brings a lighter to school and flicks it in class. When caught by the teacher, Steven's reaction was to cuss both he and the Principal out before leaving campus. Instead of suspending him, Principal Sporleder calls his father to say he wanted Steven in school the next day, and he showed up. It is revealed here that Steven's mother left without notice. Soon, Lincoln's Invention Coordinator Brooke Bouchy built a rapport with Steven and he began to work toward turning a new leaf. When Steven would falter, a trusted adult would remind him that he's human, and that their door is still open.

Due to the staff's dedicated support and unrelenting kindness, Steven was a proud member of Lincoln's Class of 2013.

# data[].attributes.body
Poverty can often masquerade as a learning disability. Shital Shah of the American Federation for Teachers explains in the short yet eye-opening clip that not having dinner the night before or morning of school means not being able to pay attention in class.

Students in impoverished areas often do not have books, lunch, or proper supplies, hindering their ability to learn to their full potential. Additionally, their schools often have fewer resources and less-experienced teachers.

It is crucial for educators to consider the socioeconomic context of a child's life when assessing academic difficulties and implementing appropriate interventions and supports.