Trauma-informed school (TIS) approaches are implemented to mitigate the repercussion of trauma. Also, TIS approaches are meant to promote healing, growth and change, fostering safe and nurturing learning environments (Bateman et al., 2013) A trauma-informed approach supports the wellbeing and progress of all students, empowering students to regulate their emotions, focus their attention, and develop academically and interpersonally (Wall, 2020). The process of removing the barriers to treatment with TIS practices will provide interventions that facilitate academic and social competency for all students (ASCA, 2018). Through direct and indirect activities school staff can provide specific interventions that promote school engagement and high school completion. Furthermore, the psycho-education received by teachers, specialists, and support staff will aid them in identifying trauma-related characteristics while learning to respond appropriately to the students’ needs (Van der Kolk, 2015).
Exposure to adverse childhood events (ACE) that cause childhood trauma, affects the structure and function of the developing brain (Sciaraffa et al, 2018; Siegel, 2012). This exposure may impair a child’s social, emotional and cognitive development (Lang et al, 2016) in a plethora of ways. Correlation between ACEs and lack of success at school is significant, even after accounting for gender, school variability, poverty, and race. Jaycox et al. (2012) states that the exposure to adverse experiences may cause difficulties in emotional and behavioral regulation in students, while Siegel (2012) emphasizes that the effects of trauma on the nervous system prevent an individual from having the capacity to develop healthy relationships with others. In school, students who have been exposed to trauma may exhibit symptoms of ADHD, conduct disorder, ODD, reactive attachment disorder, or acute stress disorders (Brunzell et al, 2016). Disruptive student behaviors are often an expression of fear, sadness or grief for the child, therefore it is necessary for teachers to gain alternate perspectives and consider evidence-based research in trauma-informed practice (Hughes, 2004).
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