Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

Creating A Trauma-sensitive Culture In Classrooms

Alex Lancaster

Drake University
Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

How might we, as instructional leaders, work to create an inclusive environment

where all students feel emotionally and physically safe at school? This paper will

discuss the importance of creating a trauma-sensitive culture within a school building to

support student social and emotional wellbeing. Many students experience some form

of trauma throughout their early childhood which can have a negative impact on their

health and development. It is estimated that nearly 26% of children will experience

some form of childhood trauma prior to the age of 4. Those that are in lower

socioeconomic areas or racial minority groups are at a higher risk for ongoing

exposures (McConnico, Boynton-Jarrett, Bailey, & Nandi, 2016).

A trauma-sensitive approach in education is about understanding the brain

science with how our brains develop and they respond to trauma. Also, how we work

with other people because of the trauma. We know that behavior is communication -

when someone is having a “behavior”, what are they trying to communicate? Students

have to feel safe when communicating their feelings. This changes our dynamics of how

we interact with children. When people have experienced trauma, they translate shame

differently. This can look like, “I am bad” rather than “I made a bad decision”. We are not

our behaviors just like we are not our thoughts or behaviors.

According to the Trauma-Sensitive School Checklist, "A trauma-sensitive school

is a safe and respectful environment that enables students to build caring relationships

with adults and peers, self-regulate their emotions and behaviors, and succeed

academically, while supporting their physical health and well-being." In other words,

being a genuine human being that shows compassion and empathy toward students.

This idea also looks at school-wide policies and practices to make sure they are
Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

equitable for all students. This includes minorities, special education, and general

education students. Another factor is considering the type of professional development

teachers receive and if it matches the needs of the building. Finally, this checklist

references a school’s ability to include families and the community in fostering a safe

and supportive school environment (Lesley University, 2017).

There is an abundance of literature on trauma-sensitive, or trauma-informed,

schools. Most commonly, the research states that schools have not done enough

historically to support students and that there needs to be a complete overhaul of the

system. Majority of the time the system does not have enough support or resources to

adequately support the children in need of services (McConnico, Boynton-Jarrett,

Bailey, & Nandi, 2016). As with many system reboots, the first step is building a shared

vision or common understanding. Several literature pieces point to the importance of

this idea as a first step. It is vital for everyone in a school, or district, to understand that

trauma impacts a student’s ability to learn, how they behave, and how they interact with

others. Once there is collective efficacy around this main principle, schools can move on

with figuring out the best way to support students impacted by traumatic events (Cole,

Eisner, Gregory, & Ristuccia, 2013).

Trauma has a strong impact that is residual in children through adulthood. We

have all experienced stress; whether it is to complete a paper on time, divorce, or other

traumatic events. However, our bodies respond to stress differently depending on our

development and age. “Stress can have a positive effect on the developing brain. If the

stress that a child experiences is predictable, moderate, and controlled, then the child

will likely develop resilience. However, if the stress is unpredictable, severe, and
Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

prolonged, the child will be likely to develop an acute vulnerability to the body’s stress

response. Trauma is an extreme form of stress that affects the brain development of

children” (Plumb, Bush, & Kersevich, 2016). In other words, children who are exposed

to a high level of stress are at a higher risk for academic deficiencies.

Creating a trauma-sensitive culture starts with the leader; he or she needs to

have a trauma-sensitive lens when interacting with students. There needs to be a

strategic or shared vision around what trauma-sensitive means. First, giving grace

rather than creating shame is a great step. All staff need the mindset that not being

okay is okay, but then knowing how to support students through this type of situation.

Trauma is a real thing, even if kids cannot communicate that. After a leader has a

trauma-sensitive lens and there is a shared vision, staff now need to work to build

strong relationships with students that are built on trust. These relationships are built

with students through listening and talking with students, versus talking at students.

There needs to be an understanding of how to build that relationship, and the best place

is for a leader to model it. How has an administrator helped staff feel appreciated and

empowered or understood? Staff cannot support students if they are not being

supported.

In order to make a true trauma-sensitive classroom environment, schools need to

focus on multiple facets. There are seven main principles to a trauma-sensitive

approach. Those include: building a sense of community, social and emotional

connectedness, knowledge of prevalence and impact of trauma, build capacity of

educators and caregivers, empowerment and resilience, mindset change, and social

justice (McConnico, Boynton-Jarrett, Bailey, & Nandi, 2016). The purpose of these
Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

principles is so that everyone can be on the same page when providing a trauma-

sensitive approach. The first step is building a sense of community with all staff

members including administration, teachers, and support staff. Once you have a sense

of community, then you can start with the shared vision and the connection between

social and emotional communication. All behaviors are communicating something, so

you need to figure out what exactly a

student is trying to say.

We, as educators, need to

remember the burden that some of our

students carry; those events that we are

aware of and those that we are not. As our

country evolves and recognizes the need

for trauma-sensitive classrooms, our

mindsets should also shift. Many educators

grew up in an era when “trauma-sensitive

classrooms” were non-existent. However, just because educators did not experience

this type of environment does not excuse them from following best practices. These

practices include recognizing that students have lives outside of school and traumatic

experiences that we may not be aware of. Once we recognize that acknowledging the

impact of trauma on education supports students in their learning, we will then be

building trauma-sensitive environments. Commitment from all staff and administration to

build this culture is a great first step.

Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS
Lancaster, Alex: CREATING A TRAUMA-SENSITIVE CULTURE IN CLASSROOMS

References

Cole, S., Eisner, A., Gregory, M., & Ristuccia, J. (n.d.). Creating and Advocating for

Trauma-Sensitive Schools. Helping Traumatized Children Learn, 2. Retrieved

from https://traumasensitiveschools.org/wp-content/uploads/2013/11/HTCL-Vol-2-

Creating-and-Advocating-for-TSS.pdf

Lesley University. Trauma-Sensitive School Checklist. Retrieved March 1, 2020, from

https://educateiowa.gov/sites/files/ed/documents/mhtraumachecklist.pdf

McConnico, N., Boynton-Jarrett, R., Bailey, C., & Nandi, M. (n.d.). A Framework for

Trauma-Sensitive Schools: Infusing Trauma-Informed Practices Into Early

Childhood Education Systems. Retrieved from

http://www.coastfraseridpscd.ca/wp-content/uploads/2016/07/Zero-to-3-May-

2016-Chronic-Stress-Complex-Trauma.pdf#page=36

Plumb, J., Bush, K., & Kersevich, S. (2016). Trauma-Sensitive Schools: An

Evidence-Based Approach. School Social Work Journal, 40(2). Retrieved from

http://www.communityschools.org/assets/1/AssetManager/TSS.pdf