Students exposed to potentially traumatic experiences often demonstrate emotional and behavioral difficulties that dramatically interfere with their ability to engage in school. Such characteristics can both negatively impact the educational experiences of traumatized students and present significant challenges for the teachers tasked with supporting them. However, these same teachers are in a unique position to create a compassionate, encouraging environment for these students, which ultimately improves the learning environment for everyone. Supporting and educating students with trauma histories has become a priority item for the National Education Association (NEA), with a specific focus on students that have experienced domestic violence, sexual abuse and related traumas.
More than half of women who experience domestic violence have children under the age of 12, with nearly half of those children actually witnessing the abuse (Burgess & Phifer, 2013). These same children are at greater risk for experiencing neglect and physical abuse, among other mental health problems. Domestic abuse can create a host of disruptions to family life, including distressed parents, physical injuries, changes in parenting style, possible parental incarceration, and less focus on meeting the child’s basic and educational needs.
As with domestic violence, child sexual abuse is a widespread problem that has the potential to significantly interfere with a child’s social, emotional, behavioral, and educational well-being. Given that only about half of victims report sexual abuse to anyone, and disclosure typically does not occur during childhood, identifying victims of sexual abuse can be challenging. In fact, estimated rates of sexual abuse are 30 times higher based on self-report compared to official reports filed. Nevertheless, some estimates suggest as many as 1 in every 8 people report child sexual abuse, with one-quarter of victims reporting they were first abused before age 6 years (Collin-Vezina, 2013). As with many potential sources of trauma, it is highly likely that teachers will have victims of sexual abuse in their classrooms at some point, if not consistently. Sexual abuse can happen to children of all ages, cultures, and socioeconomic backgrounds; occurs to both males and females; and all educators should be prepared to help support students that may disclose such abuse.
With both domestic abuse and sexual abuse, some adverse experiences are not one-time events; many students live with ongoing potentially traumatic events. Such chronic exposure over a long period of time can create the view among educators that the children are “always this way” rather than continually responding to a set of adverse experiences in their lives.[Data on exposure to adverse experiences can be viewed through the Child Health Data website]
Importantly, children respond to trauma differently depending on numerous factors, including the cultural lens through which they interpret the experience. Some cultures may be more accepting of abuse, less trusting of authorities to disclose such abuse, or afraid of fallout within the community. For example, Latino women identify as strong, resilient, and even secretive, leading this culture to be less inclined to disclose experiences of child sexual abuse (Collin-Vezina, 2013). Other cultures, such as Arab communities, dissuade discussion of sexual experiences, which may minimize the likelihood of disclosure (Collin-Vezina, 2013). As another example, women in patriarchal communities may view their roles as keeping the family together, avoiding disclosure out of perceived devotion to the family (Burgess & Phifer, 2013).
Students experiencing trauma often display specific characteristics. These characteristics can be separated into three main categories: emotion and behavioral self-regulation, social skills, and cognitive functioning. All of these characteristics impact educational outcomes.
– Traumatic experiences may affect a student’s regulatory skills by impacting their ability to appropriately express and manage their emotions. Students may have difficulty labeling and recognizing their own emotions, or explaining their own emotional reactions to situations and events.
– Students may appear inattentive, while others seem hyperactive. For some students, they may fluctuate between the two.
– For many children who have experienced trauma, loud or busy activities can also be overwhelming and may affect their ability to regulate their reactions. This can be especially confusing for teachers if students respond negatively to highly desirable activities.
– Children affected by traumatic experiences frequently demonstrate disordered social skills. They may struggle to engage in appropriate play with peers. This can present in several different ways, including “over-involvement” in social interactions demonstrated as a lack of boundaries.
– Children who experience trauma may appear withdrawn socially or may need to make themselves feel in control of even small situations. These students may display bullying behavior or may “talk back” to others in an effort to maintain their own control.
– Students with trauma histories may establish negative peer relationships, either because of a need to experience control or because of difficulties many students demonstrate in identifying characteristics of high-quality, appropriate friends. For these students, they have often not had sufficient opportunities to see parents and other adults demonstrate appropriate social interactions. These experiences can subsequently inform a child’s ability to discern the qualities of good peer relationships.
– Students may be easily overwhelmed and have difficulty following single or multi-step directions. They may appear inattentive or struggle to shift from one activity to another, despite significant prompting. Educators often mistake these behavioral cues for deliberate defiance.
– Students with trauma histories may also struggle to ask for help or, conversely, may be overly dependent on others to start and complete work.
-Often executive functioning skills such as initiation of tasks, completing tasks, attention and concentration and working memory are impacted by traumatic experiences.
Importantly, many students are resilient and respond adaptively to adverse experiences in their lives. Other students may experience severe distress yet demonstrate no overt changes in behavior or disruption to the classroom. In many cases, responses to trauma may look a lot like disobedience, lack of motivation, or other disabilities. Some “common” reactions to trauma include:
Learning and Cognition (may look like a learning disability, ADHD, or an emotional disability)
- Difficulty processing instructions
- Decreased attention, memory, and focus
- Reduced executive functioning
- Difficulty solving problems
- Difficulty understanding consequences of actions
- De-emphasis on skills/tasks that are not directly relevant to survival
Behavior (may look like emotional disability or ADHD)
- Heightened vigilance; Inaccurate perception of danger
- Rapid response to perceived threats (e.g., may jump or raise fists from pat on the back)
- Self-protective behaviors (i.e., aggression or withdrawal)
- Social withdrawal, difficulty making friends, untrusting, involvement in bullying
- Easily frustrated, quick to give up, unwilling to try new things, difficulty setting and working toward goals
- Inconsistent moods, easily overwhelmed or upset, hopelessness, confusion, rigidity, perfectionism
Traumatized students often present significant behavioral challenges for educators. Teachers are often forced to spend precious time and effort merely containing a student’s social, emotional, behavioral, and academic issues without having the opportunity to adequately address student needs. In many cases, educators are unaware of a student’s trauma history, or have difficulty discerning traumatic reactions from disobedience or an underlying disability. Understandably, this approach often leaves educators feeling frustrated, powerless, and emotionally drained.
A trauma-informed approach to education aims to implement techniques that benefit students with trauma histories, educators, and the larger educational community as a whole. Such a model focuses on providing universal, tier-one interventions that provide valuable support to all students. Additionally, a trauma-informed approach abandons the notion that punitive discipline or special education referrals are a front line intervention when symptoms emerge. Rather, such an approach encourages educators to ask “what happened to you?” instead of “what’s wrong with you?”
Steele and Malchiodi (2012) provide a helpful framework for creating a trauma-informed program. The Trauma and Learning Policy Initiative and Compassionate Schools are also excellent resources for identifying and implementing universal, trauma-informed school practices. Many of these concepts dovetail into a strong system of positive behavioral supports. Important considerations include:
- Examine your school’s values around students. What are students responsible for in their daily lives at school? What do teachers, administrators, and other staff believe their role is in creating a supportive atmosphere for all students? These are difficult questions to ask, but you may be surprised at the differing opinions. Understanding these differences and resolving opposing viewpoints will create a stronger support network for all students.
- Develop a list of central values and beliefs that will guide your school community as a whole. This should be considered as a guiding set of principles that take into account the cultural values of students and their surrounding communities.
- Provide ongoing professional development that incorporates trauma-informed practices.
- Identify ways to engage every student in some aspect of the school community. Students who have experienced trauma may struggle to create strong, lasting connections on their own.
- Foster quality relationships between students and educators.
- Provide reliable, consistent structure for all students. Students who are able to reliably plan out their day are also able to devote more cognitive energy to emotion regulation, social skill practice, and academic tasks.
For the full article visit: http://www.nea.org/home/62845.htm