Trauma-Informed Classrooms and Schools

Abstract

Research indicates that as many as 68% of children experience at least some form of trauma event (Pappano, 2014). Although many children will not experience post-traumatic effects of such experiences, many students with disabilities, particularly students with emotional and behavioral disorders (EBD) have experienced trauma such as abuse or neglect (Jaudes & Mackey-Bilaver, 2008; Milot, Ethier, St-Laurent, & Provost, 2010). For example, in one recent study of children in the child welfare system it was found that the most common disability present in children with substantiated maltreatment was emotional disturbance (Lightfoot, Hill, & LaLiberte, 2011). Furthermore, it is estimated that about 30% of adolescents with EBD have experienced trauma or show signs of post-traumatic stress disorder (Mueser & Taub, 2008). Thus, teachers of students with EBD need to be aware of the impact of trauma on children and the most effective ways to address their educational and social needs. The purpose of this article is to discuss the nature of childhood trauma with an emphasis on its impact in educational settings. A particular focus will be on multitiered, research-based strategies for supporting students who have experienced trauma. I begin by discussing the impact of trauma on children, followed by a brief description of trauma-informed practice. The major emphasis of the article is a discussion of specific supports and interventions along with additional considerations for supporting implementation of trauma-informed practices.

Creating a Community of Caring within a School

“…Students who have been traumatized may exhibit a number of challenging behaviors. The multifaceted nature of these challenges often makes such students candidates for individualized behavior support (Cavanaugh, 2016). Certain people or situations may remind the student of their traumatic experience, which could trigger a student's aggressive behavior in the classroom.…”

“…Once these triggers are identified, support plans can be developed that remove or adjust these antecedents (Crone, Hawken, & Horner, 2015). It is critical to find time throughout the day for students to demonstrate their strengths and be provided opportunities to engage in activities that interest them (Cavanaugh, 2016). As educators, it is important to celebrate the "small wins".…”

How a School Nurse Can Reduce Student Stress Using Systems-Level Thinking

“…Whenever a student came for assistance, I asked them to review it and indicate which emotion they were experiencing. We discussed the emotion and how the stressful experience was making their body feel and practiced the stress management skills taught in the lesson (Cavanaugh, 2016;Pirskanen et al, 2019). I was careful to not dismiss the symptoms as they were real.…”

Creating a Positive Classroom Environment: A Case Study of Elementary Teachers’ Reflections on the Work of Building Student Relationships

“…The models of consistency in the classroom could offer support to students by relieving the possibility of the unknown. As stated in the literature, children affected by trauma often display a hyper fight, flight, or freeze reaction; being aware of triggers such as unpredictability or transitions are essential for preventing undesirable reactions from students (Cavanaugh, 2016). The implementation of the PBIS program initiated by this school ensures students know the expectation for what to do during instruction, as well as transitions within and outside of the classroom.…”

“…Nealy-Oparah and Scruggs-Hussein go on to explain that teachers need to recognize common triggers for students with trauma, such as unpredictability, transitions, sensory overload, disrespect, and confrontation. Schools should also recognize the need for safety, positive interactions, and targeted support (Cavanaugh, 2016).…”