3/31/2019

Trauma in the
Classroom
By: Caitlin Robles, Kim Malcolm, and Alicia Bonnington

Definition of Trauma
The definition of trauma is very broad and what may be a traumatic experience to one
person, may not be to another.

Some definitions of trauma:

“...a psychological, emotional response to an event of experience that is deeply

distressing or disturbing” (The Center for Anxiety and Mood Disorders, 2017).

“...an emotional response to a terrible event like an accident, rape, or a natural

disaster” (American Psychological Association, 2019).

“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).

1
 3/31/2019

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?

Types of Trauma
1. Physical trauma
2. Psychological trauma
3. Social trauma
4. Ongoing trauma
5. Vicarious/secondary trauma
6. Historical trauma
(Ingram, n.d.)

2
 3/31/2019

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

3
 3/31/2019

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)

4
 3/31/2019

“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)

5
 3/31/2019

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.)

6
 3/31/2019

General Signs

(National Council for

Community Behavioral
Healthcare, n.d.)

Specific Signs in Students

● Trouble forming relationships with teachers

● Poor self-regulation
● Negative thinking
● Hypervigilance
● Executive function challenges (Miller, n.d., n.p.)

7
 3/31/2019

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)

8
 3/31/2019

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
4. Use specific
language!
- Ex: “You did a great
job paying attention
today!” instead of
“Good job today”.
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.
- Students should know expectations and should be consistent and fair.
1. Classroom Management
- Actively ignore negative behavior.
- Utilize non-verbal cues to get students back on track. (Ingram, n.d.)
- 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.

9
 3/31/2019

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)

10
 3/31/2019

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.)

11
 3/31/2019

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

https://www.cascadebh.com/behavioral/trauma/signs-symptoms-effects/

Fink, M. (2016, August 18). IEP and 504 Suggestions for Children Affected by Trauma. Retrieved from

https://transfiguringadoption.com/iep-and-504-suggestions-for-children-affected-by-trauma/

Ingram, B. (n.d.). Trauma informed approaches to classroom management. [PDF]. Retrieved from

https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/260/Trauma%20Informed%20Approaches%20to%20Classroom%2

0Management.pdf

Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from

http://www.jstor.org/stable/10.7249/tr675nimh

Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from

https://www.youtube.com/watch?v=AWmK314NVrs

Miller, C. (2019). How trauma affects kids in school. Retrieved from https://childmind.org/article/how-trauma-affects-kids-school/

12
 3/31/2019

National Council for Community Behavioral Healthcare. (n.d.). How to manage trauma. [PDF]. Retrieved from

https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf

Jaycox, L., Langley, A., & Dean, K. (2009). Support for students exposed to trauma: The SSET program. RAND Corporation. Retrieved from

http://www.jstor.org/stable/10.7249/tr675nimh

Langworthy, S., Michaels, C., Myers, J. [UofMNCYFC]. (2015, March 4). What is historical trauma? [Video file]. Retrieved from

https://www.youtube.com/watch?v=AWmK314NVrs

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

https://www.integration.samhsa.gov/clinical-practice/Trauma-infographic.pdf

13