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Trauma impacts students in all aspects of life, especially within school. Adverse Childhood Experiences (ACES) such as divorce, death, abuse, etc. are common traumatic experiences for young people. When students do not have a stable home life, their academic performance is negatively affected. Trauma causes issues with the executive functions of the brain (Miller, 2024). Specifically, students who experience trauma, especially on a frequent basis, experience issues with emotional regulation, impulsivity, anger, anxiety, etc. (Redford, 2015). Under these circumstances, students impacted by trauma often have issues concentrating on school and with behavior. Because their brains are often on survival mode, it is harder for them to concentrate on their studies. They also commonly have a distrust for adults/authority figures because of negative past experiences with adults (Redford, 2015). Therefore, students who have experienced trauma may be reluctant to engage with their education and their teachers. Students impacted by trauma have been found to score lower on math and reading tests (DuPaul, Laracy, Power, Ridgard, Shapiro, 2015). Given that Adverse Childhood Experiences/trauma can cause negative repercussions for students school performance and limit their futures, educators must take steps to help students succeed.

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Students dealing with trauma often do not have proper support at home. A consequence of this is that healthy coping mechanisms and conflict resolution is often not modeled for them by their caregivers. One of the ways educators can help students learn these essential life skills is through Social Emotional Learning. Teachers can easily weave lessons on problem solving, mindfulness, breathing exercises, etc. into their lessons to support the development of social and emotional skills in their students (Berardi and Morton, 2019). Additionally, SEL can aid students in developing conflict resolution skills, for instance by providing a problem-solving mat with prompts for students to discuss their conflicts with each other and come to resolutions independently of the teacher's intervention (Berardi and Morton, 2019). SEL supports Social Justice because it gives students the tools they need to regulate their emotions and problem solve for themselves. They learn to be open to differing perspectives and viewpoints through SEL as well. Exercises taught through SEL can go beyond the classroom setting and aid students in their personal lives.

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Supporting Students Impacted by Trauma (JB)

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Supporting Students Impacted by Trauma (JB)

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Advocating for students who are experiencing trauma is a necessary component of a teacher's job. Through this module, I gained a deeper understanding of just how profoundly adverse experiences can affect students' behavior and academic performance. With this knowledge, I plan to continue supporting students in the development of their social and emotional regulation skills through SEL. I have done breathing exercises and mindfulness activities with my students before as small breaks in between activities. I plan to incorporate this more frequently throughout the school day. Furthermore, I find that providing students an outlet to write about their experiences can be beneficial to them. I am also able to see how they are feeling and refer them to school services such as counseling if I feel they may need to speak to someone with more expertise. Finally, through the Paper Tigers documentary, I was reminded of just how essential building relationships with students is. The teachers in the documentary did an excellent job of developing trust with their students and supporting them even as they acted out. In the past, I feel I may have disciplined students when they acted out rather than trying to understand why they were behaving the way they were. I plan to take more initiative in talking to students and showing them empathy, especially when they are not having a good day.

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‌American Psychological Association. (2021, October). Students exposed to trauma. American Psychological Association. https://www.apa.org/ed/schools/primer/trauma

Barr, D. A. (2018, February). When trauma hinders learning. kappanonline.org. https://kappanonline.org/barr-trauma-hinders-learning/

Berardi, A. A., Morton, B. M., & George Fox University. (2019). Trauma-Informed School Practices : Building expertise to transform schools. Pennington Epress.

DuPaul, George J., Laracy, Seth D., Power, Thomas J., Ridgard, Tamique J., Shapiro, Edward S. (2015). Trauma-Informed Care in Schools: A Social Justice Imperative. (n.d.). National Association of School Psychologists (NASP). https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

Miller, C. (2017, May). How Trauma Affects Kids in School. Child Mind Institute; Child Mind Institute. https://childmind.org/article/how-trauma-affects-kids-school/

Redford, J. (Director). (2015). Paper Tigers. (Film; online video). KPJR Films.

Restorative Practices. RestorativeDC. (2021, March 8). https://restorativedc.org/restorativepractices/

Tompkins, C. (2023, October 9). Trauma and learning: Connections and learning 101. Arizona Association for Foster and Adoptive Parents . https://www.azafap.org/thoughts-for-families/trauma-and-learning-connections-and-learning-101/?gad_source=1&gclid=Cj0KCQiA5-uuBhDzARIsAAa21T-DvlEDWBzKBbccyjN0rc_EUhMQrSIOcvM2_sjzM4BtZInAoI5HBvgaAl5BEALw_wcB

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We know that trauma effects children's executive functions including inhibitory control, cognitive flexibility, and working memory. However, there are additional areas in a child's life where early trauma leads to poor results. These areas include: adversely affecting attention, memory, and cognition; reducing a child's ability to focus, organize, and process information; and interfering with effective problem solving and planning skills (Tompkins, 2023). The development of these skills at an early age is crucial for future adult relationships and everyday skills and activities.

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Donald Barr discusses the neurological impact of trauma through studies about post-traumatic stress disorder (PTSD). He explains how our emotional memories, good and bad, are transmitted through our amygdala in our brain and stored in different cortexes such as the pre-frontal cortex (PFC) and the orbital frontal cortex (OFC). He states how children growing up in poverty are at a higher risk of developing changes in brain architecture due to the heightened exposure to stressful home environments and overall toxic levels of stress (Barr, 2018). "...altered brain architecture in response to toxic stress in early childhood could explain, at least in part, the strong association between early adverse experiences and subsequent problems in the development of linguistic, cognitive, and social-emotional skills, all of which are inextricably intertwined in the wiring of the developing brain," (Barr, 2018). Barr also includes a study of kindergarten teachers and students for one year that yielded, "The way a kindergarten teacher responds to a child who exhibits poor [executive function] and disruptive behavior can have a powerful, negative impact on the child’s own investment in the educational process," (2018).

This is why the gears in teaching has shifted more recently to emphasize the importance of social emotional learning in the classroom. The brains of children retain plasticity well into adolescence, which means it is our job as teachers to help our students understand their feelings and regulate their emotions at all grade levels. We must build relationships with our students to develop a sense of safety and trust for them to learn in a healthy and stable environment.

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After conducting research for this particular module, I was very surprised at the neurological impact certain stressors have on the brain and especially at a very young age. I guess you can call it being blissfully unaware, but I didn't think such young brains (ages 3-5) could could have developmental delays from unconscious environmental stress. I knew that each child's upbringing causes them to respond to different situations with varying emotions, just not actually reduce the size of one's amygdala. Knowing this now, I am more aware of my own emotional responses and am conscious of how I handle stressful situations in front of my students and children in general. Students need to be welcomed into safe and inviting classrooms that give them the confidence and security they need to learn. When we as teachers provide a safe space for our students, it allows them to trust us with their struggles and work together to come to achievable solutions. Our students may not always have the support they need in their homes, so it is a part of our job to be the ones who advocate for their well being, intellectually and mentally.

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Restorative practices are implemented as an alternative to exclusionary discipline policies. Restorative Justice practices and policies keep youth in school and out of prison, maintain safe learning environments, and provide opportunities for youth to be active and accountable members of their community (RestorativeDC). The following paragraphs consist of descriptions of the six suggested restorative practices provided by RestorativeDC, a network of educators, police, agency officials, restorative practitioners, community-based organizations, youth workers, and juvenile justice advocates, all advocating for the implementation of Restorative Justice practices and culture change in education.

Restorative Conversations emphasize communicating feelings, needs, and actions with curiosity, care, and compassion. They draw from Nonviolent Communication and conflict management techniques, focusing on reflective listening and steering clear of blame language (RestorativeDC).

Restorative Justice Conferences are dialogues led by trained facilitators to address harm, involving all those impacted. Participants come together in a safe, structured environment to understand the situation, express their feelings, and agree on actions to repair harm and prevent future incidents (RestorativeDC).

Classroom Circles foster community-building, instruction, problem-solving, and conflict resolution. They empower students to actively contribute to a safe and supportive classroom environment, ensuring everyone has an equal opportunity to participate and develop their social-emotional skills (RestorativeDC).

Dialogue Circles, modeled after Peacemaking Circles, are not conflict-driven but focus on specific groups or topics. These recurring dialogues involve a talking piece, discussions on values, and the sharing of personal experiences (RestorativeDC).

Reintegration Circles assist students returning from exclusion to reintegrate into the school community positively. By employing the Peacemaking Circle approach, this process centers on providing support, committing to the student's success, and establishing a welcoming environment (RestorativeDC).

Restorative Circles, guided by a circle keeper, address harm by including all affected parties. Key components include a talking piece, discussions on values, and personal narratives. Through this structured process, participants can grasp the situation, express their perspectives, and create agreements to repair harm and prevent recurrences (RestorativeDC).

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A responsive dialogue process facilitated by a trained circle keeper, and used to resolve incidents of harm, including as participants all involved and affected by the incident or incidents. A talking piece, discussion of values, and personal narrative are distinctive features of this process.

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Many children experience trauma through ongoing exposure to abuse, neglect, or violence, leading to serious problems with learning and behavior. Trauma is challenging for educators to address as kids often mask their pain with aggressive behavior. Identifying trauma symptoms can help educators understand confusing behaviors and avoid misdiagnosis, such as with ADHD. Traumatized children struggle with forming relationships with teachers, negative thinking, poor self-regulation, hypervigilance, and executive function challenges.

Children who have experienced neglect or abuse find it difficult to form relationships with teachers, as they've learned to be wary of adults. These kids often lack the context to ask for help and struggle with self-regulation and negative thinking. Traumatized children may have a hostile attribution bias and tend to believe they are bad, affecting their behavior in the classroom. Hyper-vigilance, executive function challenges, and difficulty predicting the future are common issues these children face, impacting their learning and behavior.

Educators should focus on positive attention, helping children build missing skills, and acknowledging and naming emotions to support traumatized children. Coaching them in ways to calm themselves, managing strong emotions, and assisting with executive functions are crucial. By connecting with the emotions underlying disruptive behaviors, teachers can provide the necessary support for traumatized children to thrive in the classroom.

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How Trauma Affects Kids in School - Child Mind Institute

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Learn how trauma from ongoing neglect, abuse, homelessness or violence causes children to have problems with learning and behavior. How to help these kids.

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Teacher Advocacy for Students Exposed to Trauma

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Teacher Advocacy for Students Exposed to Trauma

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Teachers play a crucial role in creating safe and supportive environments for students who have experienced traumatic events. Trauma can result from frightening or dangerous situations like gun violence, abuse, or natural disasters, affecting students both emotionally and academically. It's important for teachers to be aware of potential signs of trauma, such as changes in behavior, academic performance, and engagement.

Students may express trauma through disruptive behavior, fear-based reactions, or cognitive difficulties. Teachers need to avoid dismissing or minimizing students' traumatic experiences and provide a safe space for them to share their feelings. It's essential to understand that each student's experience with trauma is unique and may require personalized support to help them heal and thrive.

Teachers should be empathetic, validate students' emotions, and monitor their well-being regularly, whether in-person or in virtual learning environments. If students need additional support, teachers can refer them to school counselors, psychologists, or other professionals. By creating a trauma-sensitive classroom and utilizing available resources, educators can play a vital role in helping students cope with and overcome the effects of trauma.

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APA Mental Health Primers

This information is designed to help teachers respond to students who may need support. It is not intended to be used as a diagnostic tool or to replace the use of formal assessments employed by mental health professionals. Additionally, it is important to consider the context of the situation, individual differences, and cultural and linguistic factors.

Teachers play an important role in establishing and maintaining healthy environments for students to learn and grow. For students who have been exposed to traumatic experiences, the first step is to ensure that classrooms feel safe for the child. Only after a student feels safe, can teachers work toward building supportive relationships and academic gains.

Unfortunately, trauma exposure is common. When students require additional support, teachers play a critical role in guiding students suffering from trauma to professionals in the building who can be of assistance.

What is Trauma?

A traumatic event is a frightening, dangerous, or violent event that poses bodily or psychological harm or is a threat to a student's life or a loved one. Students may or may not experience a situation as traumatic. The manifestation of trauma may differ based on cultural perspectives. For example, in some cultures people express their experiences of trauma more publicly and with their community whereas in others the expression is more individualistic and private.

Some traumatic events could be, but are not limited to:

Gun violence

Sexual abuse

Domestic abuse

Addiction

Suicide/death

Familial illness

Car accidents

Natural disasters/catastrophic events

Traumatic experiences often initiate strong emotions and physical reactions that can persist long after the event. Notably, a student does not need to have experienced a traumatic event directly.

A child may witness a traumatic event or see it through the media.

A child may be told about a trauma, often with gruesome details.

Traumatic events during one's childhood can impact a student's development throughout the rest of their life.

How Might Trauma Be Expressed by Students in School?

Left unaddressed, the negative impacts of stress and trauma can disrupt a student's behavior, and emotional wellbeing, academic success and health. Witnesses and bystanders of traumatic events might be disruptive or inattentive in school, or demonstrate unacceptable or defiant behavior. They might also demonstrate more fear-based behaviors (e.g., not wanting a door closed; being disturbed by a normal occurrence, like a bell ringing).

Students who have been exposed to trauma might also show a disruption in cognitive skills (e.g., memory, attention). This might result in decreased academic performance and school engagement. In the virtual learning environment (VLE), students who have experienced or witnessed trauma might withdraw from video or text/chat engagement or appear to have difficulty focusing.

In both learning environments, students exposed to trauma may also exhibit truancy, repeated tardiness, decreased attention to personal hygiene and grooming, and behaviors they have not demonstrated before, such as unreasonable fears or repetitive speech and behavior patterns.

Refer Students to Further Help if Needed

Review your school policy for seeking student supports.

Contact your school counselor, psychologist, social worker, and other personnel.

Empirical Research

Berson, I. R., & Baggerly, J. (2009). Building resilience to trauma: Creating a safe and supportive early childhood classroom. Childhood Education, 85(6), 375-379.

Blitz, L. V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. The Urban Review, 48(4), 520-542.

Dods, J. (2013). Enhancing understanding of the nature of supportive school-based relationships for youth who have experienced trauma. Canadian Journal of Education/Revue canadienne de l'éducation, 36(1), 71-95.

Hudson, C. C., Adams, S., & Lauderdale, J. (2016). Cultural expressions of intergenerational trauma and mental health nursing implications for US health care delivery following refugee resettlement: An integrative review of the literature. Journal of Transcultural Nursing, 27(3), 286-301. https://doi.org/10.1177/1043659615587591

Figge, C. J., Martinez-Torteya, C., Taing, S., Chhim, S., & Hinton, D. E. (2020). Key expressions of trauma-related distress in Cambodian children: a step toward culturally sensitive trauma assessment and intervention. Transcultural psychiatry, 1363461520906008. https://doi.org/10.1177/1363461520906008

Terrasi, S., & De Galarce, P. C. (2017). Trauma and learning in America's classrooms. Phi Delta Kappan, 98(6), 35-41.

The Mental Health Primers are developed by the Coalition for Psychology in Schools and Education. This resource was updated in October 2021 with support from cooperative agreement NU87PS004366 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views or endorsement of the CDC or the Department of Health and Human Services.

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Teachers play a critical role in guiding students suffering from trauma which if left unaddressed can disrupt a student's behavior, and emotional wellbeing, academic success and health. Part of the APA Mental Health Primers for teachers responding to students who may need support.