The Integration of Schools and Trauma-Informed Principles
Each and every student’s education is impacted by their lived experiences. Learning styles, peer relationships, classroom behavior and performance indicators are all impacted by a student’s experiences both in and outside of their schools. Students who have experienced traumatic events, such as abuse or neglect, are at a greater disadvantage for achieving school success due to the many impairments these experiences can yield. Furthermore, students of color who experience racism and other forms of oppression within their schools are at an even greater risk for school failure, drop out and criminal justice involvement. The intersectionality of trauma, racism and poverty when discussing school success is critical.
So how can school systems and educators intervene? How can they mitigate the negative experiences their students might be facing inside or outside of school walls? Many educators express hopelessness and exhaustion when faced with these questions. The challenge of creating an inclusive learning environment while also meeting the demands of modern day education standards is difficult. While only a start, integrating the following principles into a school’s culture is an essential step in creating trauma-informed schools.
Step 1: Create a shared understanding of trauma among all staff
Understanding the impacts of trauma on student learning is essential in shifting our perspective. Areas of impairment can include brain chemistry, emotion regulation, attachment and relationship building, and behavioral control. Having an understanding of these impairments allows us to shift the paradigm from, “What is wrong with you?” to “What happened to you?” By considering how trauma affects learning, educators can begin to make more sense of behavior, rather than attributing it to the student’s character or intent. This allows us to have a more compassionate and informed approach to discipline and other student interactions.
Step 2: Build social-emotional learning into daily activities
Teaching emotion regulation skills helps kids to understand their own emotional reactions and behaviors. Skills like mindfulness, controlled breathing, purposeful movement and other types of calming activities help kids take control before their behavior becomes unmanageable. This allows them to be more present and successful in learning. One such strategy is called a “peace corner”. This is an area of the classroom where students can go to regulate. This area commonly has tactile, visual and auditory tools to help regulate the senses and body. Kids can be taught when and how to use this space as a de-escalation tool, so that they can remain in the classroom and engaged in learning when difficult feelings arise.
Step 3: Promote teacher wellness
The student-teacher relationship is one of the most foundational elements of successful learning. However, many teachers become overwhelmed by difficult behaviors in their classrooms, and feel unable to do their jobs successfully as a result. Creating a culture where teachers have peer, administrative and systemic support is essential in preventing educational burnout. Some examples include:
Ensure all staff are trauma-informed so that they can more effectively support one another in their needs
Advocate for teachers on a systemic level by supporting policies that protect and support teacher well-being
Implement and encourage formal opportunities for continued education and wellness
These basic steps can create a culture that promotes humility, compassion and wellness for both students and educators. Creating trauma-informed schools can also help to better serve students and support the most successful learning environments possible.
Here in Colorado, the Colorado Behavioral Healthcare Council supports trauma-informed principles in schools through 17 Community Mental Health Center members, most of whom provide school-based services in local communities. Aurora Mental Health Centerserves 60 schools in three school districts with 45 trained therapists and interventionists.
For additional resources on this topic, please see the following materials:
Treatment and Services Adaptation Center: https://traumaawareschools.org/traumaInSchools
The National Child Traumatic Stress Network: https://traumaawareschools.org/traumaInSchools
Mental Health Colorado: https://www.mentalhealthcolorado.org/
“The Trauma Informed School: A Step by Step Implementation Guide for Administrators and School Personnel” by Jim Sporleder and Heather T. Forbes et.al
“Fostering Resilient Learners: Strategies for Creating a Trauma Sensitive Classroom” by Kristin Souers and Pete Hall
“The Body Keeps the Score” by Bessel van der Kolk
“Trauma Stewardship” by Laura van der noot Lipsky
Lorin Terrell is a licensed marriage and family therapist in the state of Colorado, as well as the program director for School-Based Services at Aurora Mental Health Center. She obtained her degree from the University of Oregon before moving back to her home state of Colorado to serve in the mental health field. She is a mom to baby girl Harper, as well as an avid yogi and reader. She is passionate about spreading information about this topic to schools, in hopes to promote healthy, sustainable communities.
