Becoming Trauma-Informed
Looking for ways to better support students that may be affected by trauma or ACEs?
The National Child Traumatic Stress Network identify the following as the
"Essential Elements of a Trauma-Informed School System":
-
Identifying and assessing traumatic stress.
-
Addressing and treating traumatic stress.
-
Teaching trauma education and awareness.
-
Having partnerships with students and families.
-
Creating a trauma-informed learning environment (social/emotional skills and wellness).
-
Being culturally responsive.
-
Integrating emergency management & crisis response.
-
Understanding and addressing staff self-care and secondary traumatic stress.
-
Evaluating and revising school discipline policies and practices.
-
Collaborating across systems and establishing community partnerships.
Click below for guidance and strategies for Administrators, Teachers, and Support Staff on how to become a Trauma-Informed School.
Administrators
Assess School Culture and Climate
Safe, positive school culture and climate are essential for providing an environment that fosters learning and positive development (New Jersey Department of Education, 2019). One way to improve school culture and climate is to integrate Social and Emotional Learning (SEL). The Collaborative for Academic, Social, and Emotional Learning defines SEL as, "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions".
Administrators
Adjusting the Discipline model
For students that have endured trauma or neglect, punitive school discipline may induce difficult feelings associated with their history of trauma or ACEs. As such, discipline should not include yelling, threats, or have the goal of embarrassing the student. Effective school discipline should always be respectful, nonviolent, and clearly identify how consequences are connected to behavior, not the student as a person (Wolpow et al., 2009). Additionally, attempt to utilize consequences that do not involve out-of-school suspensions.
Administrators
Promote a Trauma Informed Approach
Provide trainings and professional development for staff to educate about trauma, its prevalence, and its impact on students. Additionally, be a model of the trauma-informed approach! Respond to other administrators, teachers, and school staff with empathy, curiosity, and understanding. Not only are you demonstrating positive and meaningful interactions for staff, but students will also take notice of the improved culture between school staff members.
Teachers
Co-regulation
Be the calm, caring adult! Co-regulation is the process of children learning emotional self-regulation through the modeled behavior of the caregivers and important adults in their lives (Bath, 2008). As children get older, the need for co-regulation continues, especially for those who have been exposed to trauma or ACEs and are constantly in an escalated state. The goal of co-regulation is to de-escalate and focus on the feeling rather than the behavior. It is impossible for an escalated student to rationalize, so resist the urge to react with anger or punish! Soothe the student by remaining calm, acknowledging the student's feelings, and giving them the opportunity to calm down in a safe environment.
Teachers
Culturally Responsive Trauma-Informed Approach
Effective work with students exposed to traumatic events requires consideration of their culture and lived experience . One such approach is Culturally Relevant Pedagogy (CPR), which places significant emphasis on the student-teacher relationship, as the teacher is a focal person in the life of the student because of the amount of time spent together (Brown-Jeffy & Cooper, 2011). According to Ladson-Billing’s (1992) concept, culturally relevant pedagogy, “empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (p. 382). CRP calls for a comprehensive approach that stretches farther than a list of pre-approved classroom techniques, and is more a mindset and warmth that a teacher has towards a student (Milner, 2011). When students believe their teacher understands their journey, they have room to heal, succeed, and grow.
Teachers
Respond to Behavior with Curiosity
Teachers have one of the most difficult jobs in the world! When a student becomes dysregulated, you may wonder, "what's wrong with him?". Instead, ask yourself, "what's going on with him that I may not be understanding?". It's normal to feel frustrated or burned out when working with highly escalated students. When you feel frustrated, resist the urge to punish or engage in a power struggle, and instead nurture your connection with the student.
Pull an "About F.A.C.E." and
Foster
A
Connection
Everyday
Support staff
Recognize ACE prevalence and signs: be an advocate!
Students of color report significantly higher ACE exposure than their white counterparts (Merrick, Ford, Ports, & Guinn 2018), and students from a lower socioeconomic status experience higher levels of chronic stress (Evans & Kim, 2013).
Thus, it is essential that school social workers are prepared to support their most vulnerable students. Many of these students will be referred to support staff or school social workers for assessment, intervention, mediation, or counseling. Increased understanding of the signs and effects of trauma and stressful events is necessary for applying interventions that meet the emotional needs of the student, and protect them from future harm.
Support Staff
Bolster Resilience
Resilience is the capacity to continue growing and moving forward despite adverse experiences (Blodgett & Dorado, 2016). Research shows that resilience reduced the effect of ACEs on retention and poor school engagement (Bethell, Newacheck, Hawes, & Halfon, 2014). Resilience is built through positive relationships with the important adults in the student's life (like teachers and school staff), social support, and the chance for students to learn to manage their feelings and impulses (Blodgett & Dorado, 2016). Research demonstrates that increased student resilience can counter the negative effects of trauma and ACEs (Moore & Ramirez, 2016).
support staff
Trauma and ACE
Screening
Completing a screening for trauma or adverse childhood experiences may be the first step in supporting a student that may be in need!
As a member of a Child Study Team, school social workers should include the ACE Questionnaire in all Initial Evaluations and Triennial Re-evaluations. Since trauma and ACEs can create difficulties in learning and behavior, it is imperative to have a clear understanding of the student's personal history when considering special education and related supports. You can find a downloadable PDF of the ACE Survey here.