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Empathetic (trauma-informed) teaching prioritizes understanding and support over punitive measures. Critical principles like safety, trust, collaboration, and empowerment guide trauma-informed teaching. It fosters trust, reduces stress and anxiety, and contributes to students' social-emotional development and overall academic success. Teachers can create a welcoming environment, get to know each student individually and teach coping strategies. Empathetic teaching resolves conflicts through dialogue and problem-solving, promoting accountability and understanding. It benefits trauma-impacted students and creates a more inclusive and supportive learning environment for all students.

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Symptoms of children who are involved in trauma may present in different degrees within the classroom. Some children may show escalated behaviors, aggression, and bullying towards other peers or adults because they do not know the proper coping mechanisms to help with the distress they are feeling.  Others may have a negative self reflection about themselves which in turn can have an adverse effect on how they perform in the classroom academically and socially.  These children who encounter trauma are more likely to have problems with school attendance, fail academically or have behavior problems.  Teachers may notice that the child may not be keeping up with his or her personal care or may not be getting the proper sleep.  Homework and classwork may be missing or incomplete because the child may not prioritize the work. Certain situations or topics may trigger a student due to past traumatic events.  This may cause the teacher to be mindful of what is discussed in the classroom lessons.  Students that have experienced trauma can have difficulties with concentration and memory.  Children may not like it when a teacher or authority figure redirects or criticizes them.  Some children may have expectations of being hurt, abandoned, or neglected as a result of their previous  traumatic experiences. These feelings can be directed towards the teacher thus causing friction within the classroom.  Directions may need to be repeated frequently for these students and they may also have a hard time learning concepts. According to Rigard, Laracy, DuPaul, Shapiro and Power (2021),   trauma has a negative effect on academic performance in reading, math and science scores among elementary aged students.

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Classroom Practices to Support Trauma-Impacted Students

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Classroom Practices to Support Trauma-Impacted Students

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To support trauma-impacted students in the classroom:

- Trauma-impacted students need specialized support to thrive academically and emotionally.

- We should clearly communicate classroom rules and expectations to provide predictability and structure.

- We should ensure that the classroom environment is physically safe and has calming spaces like a designated safe zone.

- We can create a culture of respect and empathy where students feel comfortable expressing themselves.

- We should maintain routines and schedules to reduce anxiety for trauma-impacted students.

- To develop meaningful relationships with each student, we need to demonstrate care, empathy, and understanding.

- We can engage in team-building exercises and cooperative learning activities to build trust and rapport.

- We can practice active listening techniques, validating students' feelings and experiences.
- We should collaborate with school counselors, social workers, and support staff to coordinate interventions and resources.

- We can teach social-emotional skills explicitly and infuse social-emotional learning into everyday instruction.

- We can introduce mindfulness techniques to help students regulate their emotions and reduce stress.

- An ongoing professional development opportunities for educators can deepen our understanding of trauma.

- This can foster a culture of collaboration and support among staff members to effectively support trauma-impacted students.

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Trauma can occur when a child is presented with a dangerous, violent or frightening situation.  Traumatic experiences can vary from natural disasters, sexual or physical assault or accidents.  Children respond to these traumatic events in different ways and their symptoms of trauma may vary.  These experiences can cause children to respond in unfavorable ways. A child’s reaction to trauma can be affected if the child has a supportive individual they can turn to.  The child needs to learn  how to cope with the outcome of the traumatic experience. Children can also recover from these experiences with proper support.  According to Miller (2024), many students are not able to form a connection with adults in their lives.  Children may start to believe that other people will have an unfavorable opinion about them.  The impact of trauma can cause children to experience a variety of symptoms such as fearfulness, aggression, and having a hard time sleeping or concentrating.  Children who have experienced trauma may also have a greater need for health and mental services, have a connection with child welfare and the juvenile justice systems, and can end up having long term health problems.  The Substance Abuse and Mental Health Services Administration  (2024), reported that more than two-thirds of children have experienced at least one traumatic event in their life by the age of sixteen.  Children can suffer from the impact of these traumatic events throughout their lives, while other children may not experience stress after these events.

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Researching Adverse Childhood Experiences and their impact on student behavior and learning has fundamentally altered our understanding of classroom dynamics. Previously, we might have interpreted disruptive or inattentive behavior as defiance or a lack of discipline. Now, we recognize these behaviors as potential indicators of underlying trauma or stress. This shift in perspective has made us more empathetic and patient, as we now understand that many behaviors are coping mechanisms for students' emotional and psychological burdens.

We also have a deeper appreciation for students' diverse and complex backgrounds. Recognizing that factors such as poverty, family instability, and community violence significantly impact a child's ability to focus and learn has helped us become more sensitive to their needs. We are now more likely to approach each student with an individualized mindset, considering their personal histories and current life circumstances.Through this research project, our perspective on student behavior and needs has shifted significantly, leading to a deep and unwavering commitment to trauma-informed practices. Our future goals are centered around advocating for these practices within the educational system, raising awareness, pushing for policy changes, and collaborating with community organizations. By embracing trauma-informed teaching, we not only improve educational outcomes but also contribute to a more just and equitable society.

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The trauma-informed approach is a wide-ranging framework designed to provide services and support to children and their families who have been impacted by trauma. This approach acknowledges the extensive effects of trauma and aims to promote resilience in children by attempting to understand the symptoms caused by their trauma. This involves establishing a safe and nurturing environment while also utilizing trauma-sensitive interventions. The ultimate goal of trauma-informed care is to address the underlying effects of the experienced trauma, empower the individual, and improve their physical, mental, and emotional well-being to enhance their overall quality of life.

Students from racial/ethnic minority groups and/or low socioeconomic backgrounds often experience a higher risk of encountering traumatic events, placing these students at risk for negative impacts on their emotional, and mental health and well-being. Utilizing trauma-informed care in schools involves creating a supportive and secure environment, recognizing and addressing the inequitable impact of trauma on a student's emotional and social welfare, academic performance, and conduct. By promoting understanding and compassion, and the use of trauma-sensitive interventions, schools can minimize the effects of trauma, consequently promoting a more inclusive and positive learning environment for all students.

Acknowledging the trauma-informed approach as a social justice issue emphasizes the essential need to provide equitable support to all students, regardless of their background. This approach highlights the significance of acknowledging and addressing the impact of trauma to promote fairness and inclusivity in educational settings.

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Berkowitz suggested that trauma is a result of a failure to recover from an event, rather than the traumatic event itself. Individuals who have experienced a traumatic event may experience disturbances such as sleeplessness and irritability, but as time passes, they can come to terms with the experience and recover. (Berkowitz, 2023)

Educators are presented with a unique challenge when working with a student who has experienced trauma or is constantly stressed due to poverty or related issues. Children or students in stressful or traumatic situations may disguise their distress by expressing themselves in aggressive or disruptive ways.

Students affected by poverty may encounter significant impacts on their physical and mental health and well-being. In turn, this may result in anxiety, depression, and oftentimes a sense of hopelessness. The lasting impact of living in poverty can lead to a continuous cycle of financial hardship and emotional distress, particularly for young children who may lack the nurturing and affection they need.

The persistent challenges of experiencing poverty can result in a continuous cycle of financial adversity and emotional stress, especially for young children who may lack nurturing and affection. Students living in poverty or unstable environments may display symptoms that could be misinterpreted for attention-related issues related to attention deficit hyperactivity disorder (ADHD). Poverty and the chronic stress caused by it can affect a student's memory, attention, planning, and executive functioning. Students experiencing ADHD and trauma may also experience additional challenges in their executive functioning skills. This can lead to difficulties in planning, which in turn can make it harder for them to complete tasks, express their feelings or needs, and behave in a thoughtful manner instead of acting impulsively.

Students who are consistently exposed to chronic stress due to various life events, prolonged stress, or maltreatment may also show signs of emotional and behavioral disorders. These disorders can include oppositional defiant disorder, various mood disorders, and even conditions like anorexia nervosa.

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Berardi, A. A., & Morton, B. (2019). Trauma-informed school practices: Building expertise to transform schools. Open Textbooks. https://digitalcommons.georgefox.edu/pennington_epress/4/

Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children's lives, K-5. Teachers College Press.

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD.

Ridgard, T. J., Laracy, S. D., DuPaul, G. J., Shapiro, E. S., & Power, T. J. (2015). Trauma-Informed care in schools: a social justice imperative. Communique, 44(2).

https://eric.ed.gov/?id=EJ1189969

Berkowitz, S. J., MD. (2023, December 5). What makes an event traumatic for a child? Child Mind Institute.

https://childmind.org/article/makes-event-traumatic-child/

Miller, C. (2024, January 31). How trauma affects kids in school. Child Mind Institute. https://childmind.org/article/how-trauma-affects-kids-school/

News releases. (n.d.). National Institutes of Health (NIH). https://www.nih.gov/news-events/news-releases

Wilcox, Pat (2024).  Trauma and Developmental Disabilities.  Traumatic Stress Institute.https://www.traumaticstressinstitute.org/trauma-and-developmental-disabilities/

Substance Abuse and Mental Health Services Administration (2024).  Understanding Child Trauma. SAMHSA.gov https://www.samhsa.gov/child-trauma/understanding-child-trauma

National Association of School Psychologists. https://www.nasponline.org/publications/periodicals/communique/issues/volume-44-issue-2/trauma-informed-care-in-schools-a-social-justice-imperative

Berkowitz, S. J., MD. (2023, December 5). What makes an event traumatic for a child? Child Mind Institute.

https://childmind.org/article/makes-event-traumatic-child/

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Trauma can be confused with developmental disabilities such as ADHD.  ADHD can affect a child's life by causing them to exhibit behavior problems such as inattention, hyperactivity, and impulsivity.  These symptoms can be confused with the symptoms a child with trauma may also exhibit.  Children with ADHD and trauma may have trouble focusing and concentrating.  This is how one can be confused when dealing with a child who does not have the proper diagnosis.  The symptoms of trauma need to be addressed to understand the behaviors in order for one to get the proper diagnosis and treatment needed.  Without the proper diagnosis, children can be misdiagnosed and receive medications that are not suitable for their needs. Self injury can be associated with developmental disabilities, however children who suffer trauma can exhibit this behavior as well.  Children of trauma can exhibit these behaviors in order to deal with their feelings.  According to Wilcox, children with developmental disabilities are more likely to be exposed to trauma and exposure can make a developmental disability more likely (2024).  Children with developmental disabilities have a greater chance to be exposed to abuse because they may lack knowledge or social and verbal skills.  There has been research on children with developmental disabilities stating that they have high rates of trauma.  Research stated from Wilcox (2024) says that children with developmental disabilities are 16.6% more likely to be a victim of sexual abuse as compared to 8% for non-disabled children, and the chance of abuse increases 78 percent due to contact with the disability service system.