Trauma informed and sensitive schools

Abstract

Childhood trauma can have long-term adverse effects on an individual throughout childhood and into adulthood. For pupils with a traumatic experience, school can be a very challenging environment and an unpleasant experience. Problems with: concentration, ability to sit still and calmly follow classes, self-regulation skills, as well as difficulties in establishing and maintaining relationships with peers and adults are expected for traumatized school-age children. All of the above can lead to low educational achievement. In this article, the emphasis is on children and young people whose chronic traumatic experience is happening at home environment. Research indicates that the importance of teaching and other school staff is very significant in recognizing the presence of childhood trauma in the classroom, because the earlier the trauma is recognized, the sooner help can be provided to the child. Therefore, the aim of this paper is to present contemporary theoretical knowledge and explain why school practice should be trauma informed. Adverse childhood experiences and trauma will be explained, also will be presented by which parameters teaching and non-teaching staff can recognize traumatized pupils in their classrooms, acquiring competencies for recognizing signs of traumatization and understanding what challenges traumatization poses to children and their ability to learn. In addition, it is important to raise awareness and recognize that trauma has consequences for those adults who work with traumatized children.

Keywords

• academic achievement
• adverse childhood experiences
• trauma
• trauma informed practice
• trauma-informed schools