Integrating Trauma-Informed practices into the education sector should be among our highest priorities. Recognizing the prevalence and impact of trauma on students’ lives, trauma-informed approaches seek to create safe, supportive learning environments that address the unique needs of trauma survivors. As a childhood trauma survivor, I can speak with firm conviction when I say implementing trauma-informed practices in schools will make a difference. They certainly would have made a difference for me. 

Trauma healing extends beyond the individual, it ends abuse cycles, it fosters collective resilience, and can promote social unity within communities. By integrating trauma-informed practices into schools, educators can better understand and respond to students’ behavioral and emotional challenges, leading to improved classroom management and reduced disciplinary issues.

“Child abuse casts a shadow the length of a lifetime.”

– Herbert Ward

Definition of ACEs and the ACE study

In understanding the importance of trauma-informed practices in education, it is essential to first grasp the concept of Adverse Childhood Experiences (ACEs) and their profound impact on individuals’ lives. ACEs encompass a range of traumatic experiences, including abuse, neglect, and household dysfunction, which can have lasting effects on physical, emotional, and social well-being. The groundbreaking ACE study was conducted by the Centers for Disease Control and Prevention (CDC). Not only did it shed light on the prevalence of ACEs in the population, it uncovered their direct correlation with adverse health outcomes later in life (CDC-Kaiser ACE Study, 2019).

How Do ACE’s Affect Health? In a Word, Stress.

Exposure to ACE’s floods the body with the toxic stress hormone, cortisol. This triggers the fight or flight response. Once in survival mode, the heart rate increases, blood pressure rises, breathing becomes more rapid, and muscle tension increases. The body is fully alert – but only focused on survival. The child can’t hear, respond, or function in the way expected of them. Because they (on a deep instinctual level) don’t feel safe. This is not their fault (van der Kolk, 2014).

Toxic stress is characterized by prolonged activation of the body’s stress response system without adequate support

The link between stress and health is evident across the lifespan, with individuals who experience high levels of toxic stress during childhood being at increased risk of developing chronic health conditions in adulthood such as:

• Diabetes
• Heart Disease
• Respiratory Conditions
• Cancer
• Mental Illness / suicidal ideations
• Substance abuse disorders
• Clinical Depression

Toxic Stress Alters Brain & Developmental Domains

Toxic stress can disrupt the brain’s architecture and impair its functioning, particularly in areas responsible for emotional regulation, learning, and memory (van der Kolk, 2014). Constantly being thrown into survival mode while the body is still developing, creates a child quite different from their (non-traumatized) peers. These developmental differences set the stage for a lifelong connection between stress and the child’s health, if there is no intervention.
Shrinkage can occur across the: Prefrontal cortex, corpus callosum, and hippocampus.
The amygdala becomes enlarged & overreactive. The sympathetic nervous system becomes overactive & parasympathetic nervous system is unbalanced and under active (van der Kolk, 2014). There are damages within cellular structures, glands, and Neurotransmitters (Wright, 2024).

Effects of Toxic Stress. What’s the daily forecast for a child under toxic stress?

Children exposed to toxic stress may have trouble concentrating, processing information, and completing tasks. They may exhibit delays in language development, problem-solving skills, and academic achievement (van der Kolk, 2014). The higher the ACE score, the more toxic stress exposure. Therefore the risk of health challenges and their severity is also higher (Saunders, 2024).

Children with high ACE scores are likely to suffer from social, emotional, and developmental delays.

By the time they reach adulthood, they’re also more likely to have dropped out of high school, developed drug or alcohol dependency, and suffer from depression, anxiety, and chronic health conditions. Additionally, the odds of attempting suicide increased more than threefold among adults with 3 or more ACEs, compared to those without any (Saunders, 2024).

• Socially: Children exposed to toxic stress may exhibit difficulties in forming and maintaining healthy relationships with peers and adults. They may struggle with regulating their emotions, leading to frequent outbursts, aggression, or withdrawal from social interactions (Wright, 2024).
• Emotionally: Toxic stress can manifest as heightened anxiety, depression, or other mood disturbances. These children may have difficulty expressing themselves, understanding their own emotions, and empathizing with others (Wright, 2024).
• Cognitively: Toxic stress can disrupt brain development, particularly in areas responsible for learning, memory, and emotional regulation, which can have long-term consequences for cognitive functioning and overall well-being.

Recommended Trauma-Informed Practices that also serve as protective factors.

To address these complex challenges, trauma-informed practices offer a holistic approach to supporting students affected by trauma. These practices emphasize the importance of creating safe, nurturing environments that prioritize empathy, understanding, and collaboration. Key recommendations include fostering supportive relationships between educators and students, implementing trauma-sensitive discipline policies, and integrating social-emotional learning into the curriculum. By adopting trauma-informed practices, schools can effectively support the resilience and well-being of all students, empowering them to overcome adversity and achieve their full potential (Committee For Children, 2024).

Creating Safe & Supportive Environments:

Establishing a welcoming and inclusive atmosphere where students feel physically and emotionally safe is paramount. This involves clear communication of behavioral expectations, proactive measures to prevent bullying and harassment, and providing opportunities for students to express themselves freely.

Building Positive Relationships:

Cultivating strong connections between educators and students fosters a sense of belonging and trust. Teachers can prioritize individualized attention, active listening, and empathy to strengthen these relationships. Additionally, peer support programs and mentorship initiatives can further enhance social connections within the school community.

Integrated Social-Emotional Learning (SEL):

Integrating SEL into the curriculum equips students with essential skills for managing emotions, building positive relationships, and making responsible decisions. By incorporating activities and lessons that promote self-awareness, self-regulation, empathy, and interpersonal skills, schools can empower students to navigate challenges effectively and thrive academically and socially.

Trauma-Sensitive Discipline Policies:

Implementing discipline policies that prioritize understanding and support rather than punishment is essential. This involves adopting restorative justice practices that focus on repairing harm, promoting accountability, and fostering social-emotional growth. Alternative disciplinary measures, such as counseling and mediation, can help address underlying issues and prevent re traumatization.

Trauma-Informed Educator Training:

Providing comprehensive training and professional development opportunities for educators is crucial. This training should increase awareness of the prevalence and impact of trauma, enhance understanding of trauma-sensitive practices, and equip educators with strategies for creating trauma-informed learning environments. Ongoing support and resources should be available to ensure educators feel confident and capable in implementing these practices.

Collaboration & Community Partnerships:

Collaborating with community organizations, mental health professionals, and other stakeholders can enhance the support network available to students. By leveraging external resources and expertise, schools can provide comprehensive services and interventions tailored to the needs of traumatized students (Duggan, 2024). This may include access to counseling services, trauma-informed therapy, and other specialized supports both within and outside the school setting.

Every corner of society would benefit greatly from trauma informed practices.

“It would make an enormous difference if teachers, army sergeants, foster parents, and mental health professionals were thoroughly schooled in emotional-regulation techniques.”

– Dr. Bessel van der Kolk

Schools serve as protective factors for children affected by trauma. Early intervention can change or even save lives. By prioritizing trauma-informed practices, schools are prioritizing academic success with resilience, well-being, and the prevention of re-traumatization. By investing in trauma-informed practices across the education sector, we are creating inclusive, empowering, and healing learning environments (Committee For Children, 2024). For the individual and society as a whole, we are creating a better tomorrow, through healing trauma today.

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