Trauma-Sensitive Schools Creating a Safe and Supportive Environment Mary Carlson EDUC 374 Special Needs May 2 , 2019 What are Trauma Sensitive Schools? Trauma-sensitive schools are schools that provide a safe, positive, and inclusive learning environment that supports students in developing positive relationships with adults and peers. They are places where children can learn to regulate their emotions and behavior, and where they are supported in achieving academic and social success. Trauma-sensitivity looks different at each school, but always includes a shared vision that integrates services and policies that promote students’ behavioral and mental health, including social and emotional learning, dropout and truancy reduction, and positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives. Trauma-sensitive schools: • • • • • Have a shared understanding among all staff and are places where staff share responsibility for students Support all children to feel safe physically, socially, emotionally, and academically Address students’ needs in holistic ways Explicitly connect students to the school community and to social services Are aware of and adapt to the ever-changing needs of students (TLPI / traumasensitiveschools.org) Why do we need Trauma-Sensitive Schools? The concept of traumatic stress emerged in the field of mental health about four decades ago. Over the last 20 years, the Substance Abuse and Mental Health Services Administration has been a leader in recognizing the need to address trauma as a fundamental obligation for public mental health and has supported the development of trauma-informed systems of care. In 2001, SAMHSA funded the National Child Traumatic Stress Initiative to increase understanding of child trauma and develop effective interventions for children exposed to different types of traumatic events (SAMHSA, 2014). The concept of a trauma-sensitive school was created as part of this response. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) defines traumatic events as those in which an individual experiences, witnesses, or is confronted with actual or threatened death or serious injury, or threatened physical integrity of self or others. Safe and Supportive Schools in Massachusetts In 2004, the Massachusetts legislature established a grant program administered through the Massachusetts Department of Elementary and Secondary Education to support school-based efforts to address the educational and psychosocial needs of students whose behavior interferes with learning, with a particular emphasis on those students who have witnessed violence and experienced trauma. On August 13, 2014, a law titled The Safe and Supportive Schools Framework (MGL Ch 69 Section 1P) was enacted into law when Governor Deval Patrick signed the legislature’s omnibus Act Relative to the Reduction of Gun Violence. These provisions establish a statewide “safe and supportive schools framework” to assist schools to create safe and supportive learning environments “that improve educational outcomes for students.” Massachusetts General Laws (M.G.L.)Chapter 69 Section 1P Safe and supportive schools framework Many schools in Massachusetts have implemented innovative trauma-informed practices utilizing state grants, including Brockton, Lynn, Milford and others. The money is sometimes used for teacher training. For example, Framingham School District offers a 12- hour course for credit for teachers and school staff on the impact of trauma on children’s learning What is childhood trauma? Adverse Childhood Experiences (ACEs) is the term used to describe all types of abuse, neglect, and other potentially traumatic experiences that occur to people under the age of 18. ACEs have been linked to a variety of adult conditions, ranging from self-destructive behaviors, including suicide, violent and criminal behavior, to chronic health issues like depression, morbid obesity and heart disease. In the 1980’s doctors working with the Kaiser Permanente HMO realized that there was a connection between morbid obesity and childhood sexual abuse. Their data led to the Adverse Childhood Experiences (ACE) Study, conducted from 1995-1997 by the Center for Disease Control and Kaiser Permanente. It was one of largest investigations of childhood abuse and neglect and household challenges and later-life health and wellbeing ever conducted, with over 17,000 participants. They found that people with 6 or more ACEs died at least 20 years younger than average (Felitti 1998). What are Adverse Childhood Experiences (ACEs)? How common are ACEs? Early trauma has a life-long impact The impact of trauma on learning At the same time that the ACE Study was being done, parallel research by neuroscientists at Harvard and Rockefeller Universities on how childrens’ brains develop found that toxic stress damages their brains structure and function (Teicher, Shonkoff, & Perry). When children are overloaded with stress hormones, they’re in flight, fright or freeze mode. They have difficulty learning in school, trusting adults, and developing relationships with peers. The prevalence of childhood trauma Economic hardship and divorce or separation of a parent or guardian are the most common ACEs reported nationally, and in all states. Forty-five percent of children in the United States have experienced at least one ACE. In Arkansas, the state with the highest prevalence, 56 percent of children have experienced at least one ACE (in MA it is 23%, the lowest is AZ at 18%). One in ten children nationally has experienced three or more ACEs, placing them in a category of especially high risk. In five states—Arizona, Arkansas, Montana, New Mexico, and Ohio—as many as one in seven children had experienced three or more ACEs. Children of different races and ethnicities do not experience ACEs equally. Nationally, 61 percent of black non-Hispanic children and 51 percent of Hispanic children have experienced at least one ACE, compared with 40 percent of white non-Hispanic children and only 23 percent of Asian non-Hispanic children. In every region, the prevalence of ACEs is lowest among Asian non-Hispanic children and, in most regions, is highest among black non-Hispanic children (Child Trends, 2018). Trauma and classroom behavior For many children who have experienced traumatic events, school is a stressful place that reinforces their assumptions of the world as a hostile place. This stress can sabotage their ability to remain calm and regulate their behavior in the classroom. Unfortunately, many of these children develop coping mechanisms in an effort to feel safe and in control, yet these behaviors can be disruptive and cause educators to punish them, a reaction that both strengthens the child’s expectations of confrontation and reinforces their negative self-image. Many of the effects of traumatic experiences on classroom behavior originate from the same problems that create academic difficulties, for instance the inability to process social cues and to convey feelings in an appropriate manner. This behavior can be highly confusing, and children suffering from the behavioral impacts of trauma are often profoundly misunderstood. Whether a child who has experienced traumatic events externalizes (acts out) or internalizes (withdraws, is numb, frozen, or depressed), a child’s behavioral response to traumatic events can lead to lost learning time and strained relationships with teachers and peers (TLPI, 2013). Common behavioral adaptations in children to trauma include: -- Aggression -- Defiance -- Withdrawal -- Perfectionism -- Hyperactivity, reactivity, impulsiveness -- Rapid and unpredictable emotional shifts Why we need trauma-sensitive schools Trauma-informed Practices All staff at school should understand the prevalence and impact of trauma on students. The focus should be on safety, connection, family, and keeping routines (McConnico, 2016). Goals should be: • • • • • • • Teaching self-regulation Teaching social skills Removing triggers Re-framing – seeing students in a new way Providing opportunities for connection Establishing routines Emphasize restoration over punishment Edutopia video on trauma-informed classroom practices Trauma terminology Three E's of Trauma: • Events – can be singular or repeated • Experiences – considered trauma if they are psychologically disruptive • Effects – coping, trusting, self-control, health issues Four R's of Trauma: • • • • Realization – understanding of widespread impact and paths to healing Recognition – know the signs and symptoms of trauma Response – integrate knowledge of trauma into policies and procedures Resisting re-traumatization - environment must not be toxic or stressful Joyce Dorado, PhD, Director, University of California San Francisco HEARTS (Healthy Environments and Response to Trauma in Schools) 2015 Good practices Recognize Trauma Recognize that a child is going into survival mode and respond in a kind, compassionate way. When you notice that a child might be having a difficult time, start by asking yourself, “What’s happening here?” rather than “What’s wrong with this child?” This simple mental switch can help you realize that the student has been triggered into a fear response, which can take many forms. For example, the student might: • • • • • Get a “deer-in-the-headlights” look Turn red and clench his or her fists Breathe more rapidly Begin moving because his or her body is getting ready to run or react Burst into tears or look as if he or she is about to cry Good practices Teach self-regulation skills Children with less secure caregiver attachments, who are demonstrating the effects of ACEs can have difficulty managing their emotions and behavior. If the peers and adults in their lives help them to cultivate resilience and strengthen key social and emotional skills like empathy and self-regulation, they are more likely to have positive outcomes. (Bartlett, 2017). Recognize a student’s triggers and kindly and compassionately reflect back to the child: “I see that you’re having trouble with this problem,” or “You seem like you’re getting kind of irritated,” and then offer a couple choices of things the child can do, at least one of which should be appealing to him or her. This will help the child gain a sense of control and agency and help him or her to feel safe once more. Over time, if a student who is experiencing something that is frightening or harmful sees that you really care and understand, then he or she will be more likely to say, “I need help.” Good practices Use social stories and teach social skills Good practices Emphasize restoration over punishment Harsh disciplinary practices in school can be retraumatizing for students who have a history of trauma (SAMHSA, 2014). Teachers should praise publicly and criticize privately. For children who have experienced complex trauma, getting in trouble can sometimes mean either they or a parent will get hit. And for others, “I made a mistake” can mean “I’m entirely unlovable.” Hence, teachers need to be particularly sensitive when reprimanding these students. Also, try to re-frame how you see “difficult” students – try to see them in a new way (Dorado, J & Zakrzewski, V., 2013) Trauma-sensitive schools also focus on eliminating suspensions based solely on “willful defiance”. Instead, these schools integrate programs like School-Wide Positive Behavior Interventions and Supports, Restorative Practices, Trauma-Sensitive Practices, and practices that address implicit and explicit bias (San Francisco School District Safe and Supportive Schools Policy, 2015) Good practices Implement routines Children who have been through trauma worry about what’s going to happen next. A daily routine in the classroom can be calming, so try to provide structure and predictability whenever possible. Since words may not sink in for children who go through trauma, they need other sensory cues, says Soma. Besides explaining how the day will unfold, have signs or a storyboard that shows which activity—math, reading, lunch, recess, etc.—the class will do and when. Also, transitions between activities can easily trigger a student into survival mode. That feeling of “uh oh, what’s going to happen next” can be highly associated with a situation at home where a child’s happy, loving daddy can, without warning, turn into a monster after he’s had too much to drink. Some teachers will play music or ring a meditation bell or blow a harmonica to signal it’s time to transition. The important thing is to build a routine around transitions so that children know: a) what the transition is going to look like, b) what they’re supposed to be doing, and c) what’s next (Dorado, 2013). Good practices Make the classroom a safe place Be sensitive to the fact that not all children have a “traditional family.” Recognize that students have many different family settings and shift language from “parent” to “caregiver.” Shape your lesson plans to be as inclusive as possible. Identify a mentor for a student. Connect students to programs and adults that can provide additional support. Also be sensitive to the fact that students’ caregivers migh be trauma survivors. Recognize that caregivers’ passt experiences might influence how they interact with you and with the school. Try to build trusting relationships and make the school a safe place for them as well as for students (McInerney, 2014). Resources The Trauma and Learning Policy Initiative - www.traumasensitiveschools.org www.consciousdiscipline.com – Trauma-sensitive Social / Emotional Learning and Classroom Management program ACE Questionnaire - https://acestoohigh.com/got-your-ace-score/ Centers for Disease Control – Adverse Childhood Experiences section https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.html?CDC_AA_ refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Findex.html National Child Traumatic Stress Network https://www.nctsn.org SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach Substance Abuse and Mental Health Services Administration free publication American Psychological Association. Resilience guide for parents & teachers. http://www.apa.org/helpcenter/resilience.aspx. References Bartlett, Dym J., Smith, S., & Bringewatt, E. (2017). Helping young children who have experienced trauma: Policies and strategies for early care and education. Child Trends: Bethesda, MD. Retrieved from: https://childtrends-ciw49tixgw5lbab.stackpathdns.com/wp-content/uploads/2017/04/2017-19ECETrauma.pdf. Boynton-Jarrett, Renée MD, ScD. November 17, 2015. “We Say We Care About Kids. Do We Really Mean It?” Blog post. Retrieved from: https://talkpoverty.org/2015/11/17/say-we-care-early-childhood/ Child Trends 40 Years. (2018) The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicity [brief of the National Survey of Children’s Health (NSCH)]. Bethesda, MD. Sacks, V., Murphy D. Dorado, J., Zakrzewski, V. (2013). “How to Help a Traumatized Child in the Classroom”. Greater Good Magazine. Retrieved from: https://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms Felitti, V. J., Anda, R.F., et. Al. (1998). “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults: The Adverse Childhood Experiences (ACE) Study”. Retrieved from: https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/about.html Gould, L.F., Dariotis, J. K., Mendelson, T., Greenberg, M. T. (2012). A School-Based Mindfulness Intervention for Urban Youth: Exploring Moderators of Intervention Effects. Journal of Community Psychology. v.40, n.8, p.968-982. Massachusetts Advocates for Children: Trauma and Learning Policy Initiative in collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence (2005). Helping Traumatized Children Learn: Supportive School Environments for Children Traumatized by Family Violence. Boston, MA: Cole, S., Eisner, A., Gregory, M., & Ristuccia, J. Massachusetts Advocates for Children: Trauma and Learning Policy Initiative in collaboration with Harvard Law School and the Task Force on Children Affected by Domestic Violence (2013). Helping Traumatized Children Learn Volume 2: Creating and Advocating for TraumaSensitive Schools. Boston, MA: Cole, S., Gadd, M. G., Gregory, M. O’Brien, J.G., & Wallace, D.L. References McConnico, N., Boynton-Jarrett, R., Bailey C.,Nandi, M. (2016). A Framework for TraumaSensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems. ZERO TO THREE, v.36, n.5, p.36-44. Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-Sensitive Schools: An Evidence-Based Approach. School Social Work Journal, v.40, n.2, p.37-60. Shonkoff, J.P., Garner, A.S., Siegel, B.S., Dobbins, M.I., Earls, M.F., McGuinn, L., …, Wood, D.L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), 232-246. Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a TraumaInformed Approach. Rockville, MD. Terrasi, S., & de Galarce, P. C. (2017). Trauma and Learning in America’s Classrooms. Phi Delta Kappan, v.98, n.6, p.35-41. doi: 10.1177/0031721717696476 Education Law Center. (2014) Unlocking the Door to Learning: Trauma-Informed Classrooms & Transformational Schools. Maura McInerney, Esq. Senior Staff Attorney & Amy McKlindon, M.S.W.: Newark, NJ.
