accessed for learning.” (Ingram, n.d., p. 10)
The document defines trauma and discusses its effects on students. It notes that 1 in 4 children have experienced a traumatic event and outlines types of trauma such as physical, psychological, social, ongoing, vicarious, and historical trauma. The document then discusses signs of trauma in students including problems with relationships, self-regulation, thinking, and executive function. It also explains how trauma impacts brain development and students' social interactions, trust, respect for authority, and academic growth. Finally, the document provides classroom interventions and accommodations for teachers to support students with trauma, such as building a safe environment, consistent expectations, de-escalation strategies,
accessed for learning.” (Ingram, n.d., p. 10)
The document defines trauma and discusses its effects on students. It notes that 1 in 4 children have experienced a traumatic event and outlines types of trauma such as physical, psychological, social, ongoing, vicarious, and historical trauma. The document then discusses signs of trauma in students including problems with relationships, self-regulation, thinking, and executive function. It also explains how trauma impacts brain development and students' social interactions, trust, respect for authority, and academic growth. Finally, the document provides classroom interventions and accommodations for teachers to support students with trauma, such as building a safe environment, consistent expectations, de-escalation strategies,
accessed for learning.” (Ingram, n.d., p. 10)
The document defines trauma and discusses its effects on students. It notes that 1 in 4 children have experienced a traumatic event and outlines types of trauma such as physical, psychological, social, ongoing, vicarious, and historical trauma. The document then discusses signs of trauma in students including problems with relationships, self-regulation, thinking, and executive function. It also explains how trauma impacts brain development and students' social interactions, trust, respect for authority, and academic growth. Finally, the document provides classroom interventions and accommodations for teachers to support students with trauma, such as building a safe environment, consistent expectations, de-escalation strategies,
accessed for learning.” (Ingram, n.d., p. 10)
The document defines trauma and discusses its effects on students. It notes that 1 in 4 children have experienced a traumatic event and outlines types of trauma such as physical, psychological, social, ongoing, vicarious, and historical trauma. The document then discusses signs of trauma in students including problems with relationships, self-regulation, thinking, and executive function. It also explains how trauma impacts brain development and students' social interactions, trust, respect for authority, and academic growth. Finally, the document provides classroom interventions and accommodations for teachers to support students with trauma, such as building a safe environment, consistent expectations, de-escalation strategies,
“Psychological, or emotional trauma, is damage or injury to the psyche after living
through an extremely frightening or distressing event and may result in challenges in functioning or coping normally after the event” (Cascade Behavioral Health, 2019).
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Turn to your shoulder partner and
describe a time when it was obvious that a child had suffered a traumatic event. How did that affect your work with that child?
Physical trauma involves serious injury to the body.
Ex: car accidents, abuse to a parent, rape
Psychological trauma is the effect of an extremely
stressful experience that leaves the victim feeling helpless and with a limited sense of security or safety.
Ex: veterans, death of a family member or friend (Ingram, n.d.)
Social trauma is the response a society has to developing
and maintaining themselves after a natural disaster, threat, shortage, or violent conflict.
Ex: hurricanes, tornados, earthquakes, etc.
Ongoing trauma is trauma that is repeated and lasts for
several years. (Ingram, n.d.)
Ex: sexual abuse, alcoholic parents, poverty, neglect
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Secondary trauma is an indirect trauma that
stems from hearing about or experiencing others’ trauma Ex: witnessing a parent’s abuse, hearing stories of a friend’s trauma **Teachers can fall victim to secondary trauma after hearing about students’ traumatic events
(Ingram, n.d.)
Historical Trauma
(Langworthy, Michael, & Myers, 2015)
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“One out of every 4 children
attending school have been exposed to a traumatic event.” (Ingram, n.d., p. 15)
Violence When surveying 7th-12th graders, in the last year: ● 12% had a knife or gun pulled on them ● 5% had been stabbed or cut ● 1.5% had been shot at (Jaycox, Langley, & Dean, 2009, p. 3)
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Turn and talk
With your shoulder partner:
What are some examples of traumatic events that students may have experienced?
● Many forms of trauma exist. ● Trauma is dependent on the people experiencing the event. (National Council for Community Behavioral Healthcare, n.d.)
As a child experiences repeated trauma, the amygdala becomes enlarged because it is “continuously overexcited and overworked” (Ingram, n.d., p. 9). Due to previous trauma, the amygdala causes the individual to experience trauma even when it is not occuring, generating a flight or fight response. Students with an enlarged amygdala might be unable to control emotions or responses. (Ingram, n.d.)
Trauma’s Impact on Students
Students with trauma may have trouble with the following:
● Social Interactions ● Being empathetic ● Trusting others ● Physical contact ● Medical, emotional, and health issues ● Respecting authority ● Academic growth (Ingram, n.d, pg. 14)
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Cultural Implications According to the International Society for traumatic stress studies, the “actual concept of trauma is inherent or innate to cultures” (Caspi, Ghafoori, Smith, & Contractor, 2003).
1. SES: Low socioeconomic status may face greater trauma (community violence, physical assault, sexual assault, domestic violence, etc.) 2. REFUGEES: Refugees experience more trauma than non-refugees, which might be combined with trauma due to ethnicity, race, etc. Also could be due to war and persecution. 3. SEXUAL ORIENTATION: LGBTQI+ individuals face higher rates of trauma than those that are heterosexual, as well as normative loss (bullying, partner violence, societal stigma, etc.). 4. RACE: Black children face higher risks of experiencing complex trauma due to contact with police or judicial system, historical trauma, and racism. (Caspi et al., 2003)
Classroom Interventions 1. Classroom Environment - It is imperative to build a culture of safety and trust in your classroom! - Create consistent expectations and behaviors plans based on reward and not punishment. 4. Use specific - Students should know expectations and should be consistent and fair. language! - Ex: “You did a great 1. Classroom Management job paying attention - Actively ignore negative behavior. today!” instead of - Utilize non-verbal cues to get students back on track. (Ingram, n.d.) “Good job today”. - Be proactive, not reactive.
5. 10:1 Ratio! 1. Sources of Safety
- The ratio of positive - Demonstrate empathy! statements to negative statements for - Practice active listening. traumatized students - Be a person that a student feels should be 10 to 1. comfortable talking to.
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Classroom Interventions 6. Escalation
- If a student is going to escalate, find ways to
help them cope: send a note to a teacher, get a drink of water, listen to music, mindfulness exercises, etc. - Some teachers have “cool down” corners, where students can calm down.
7. Restorative Practice NOT Zero Tolerance
- Restorative Practice focuses on “getting to the root of a student’s triggers, underlying issues, and motives, teaching healthy communication skills” (The Room 24 Team, 2018). - Utilize restorative circles within the classroom. (Ingram, n.d.)
Accomodations “..these children are consistently terrified unless certain actions are taken to make them feel safe so that the higher parts of their brains may be turned on for learning.” (Fink, 2016) ● Allowing students to work by themselves instead of in groups ● Having alternative homework assignments for children or exemption from certain work ● Letting a student sit or walk beside the teacher ● Not having timed tests ● Allowing students to stand at desk ● Allowing students access to water while in the classroom ● Having a safe place for kids to go when they need to take a break ● No usuage of isolation - “time-in” instead of “time-out” (Fink, 2016)
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Scenario Maria is a 13-year-old eighth grader. She most often appears disconnected and disinterested. She fidgets, avoids eye contact, mumbles when adults ask her questions, and mostly doesn’t appear to care about anything. She seems to understand the material and sometimes does well on assignments but refuses to engage with others during the school day. Teachers complain that she often puts her head down and attempts to sleep during class. This gets increasingly frustrating for adults who keep prompting Maria to sit up and engage. These power struggles frequently end with Maria either leaving the classroom or putting her head down for the remainder of the period. What would you do to get Maria to stop sleeping in class?
(Trauma-Sensitive Schools Training Package, n.d.)
Background Information Maria has an extensive history of trauma. She was removed from her home in second grade and placed with her aunt due to experiences of severe abuse and neglect. Over the years, there have been several failed attempts to reunite Maria with her mother, who struggles with addiction. How would you treat Maria differently if you knew this information? (Trauma-Sensitive Schools Training Package, n.d.)
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Trauma-Focused Difference
(Trauma-Sensitive Schools Training Package, n.d.)
References American Psychological Association. (2019). Trauma. Retrieved from https://www.apa.org/topics/trauma
Cascade Behavioral Health. (2019). Symptoms, signs, and effects of psychological trauma. Retrieved from
Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/
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National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from
Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/
National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from
