Cindy Malone

Student ID 2057162

Assignment 1

Due date 16th Sept 4pm

Word count 1461

‘Why every teacher needs to know about childhood trauma’

Berger, E. & Martin, K. (2020). The Conversation. https://theconversation.com/why-every-
teacher-needs-to-know-about-childhood-trauma-132965
Berger and Martin (2020) discuss the escalation in mental health issues among children
resulting from the COVID-19 pandemic in their article ‘Why every teacher needs to know
about childhood trauma’ (The Conversation, 2020). Increases in domestic violence, and other
types of abuse during the pandemic have meant teachers are faced with trauma in
unprecedented frequency. The implication is trauma exposure is surging with remote learning
as many students find no respite from environments that experience violence or disfunction.
Trauma informed pedagogy has always been essential for teachers, however the need to
respond to trauma and behaviours linked to trauma has become even more critical.
Developing skills that grow relational aptitude, regulation of emotion and resiliency will
exponentially translate into better teaching and learning outcomes for all students. The
analysis of Berger and Martin’s (2020) article will confirm the importance of whole school
trauma informed practice, and the underlying theories that support behaviour management
following trauma exposure and the need for teachers to be trained to be confident to better
support students.

The prevalence of trauma exposed students is increasing exponentially suggests Berger and
Martin (2020). Trauma is defined by an event that is so severe that it impairs the capacity to
cope (Child Safety Commissioner, 2007). Berger and Martin (2020) cite increases in Mental
Health hotline exchanges as evidence of the heightened crisis experienced by children due to
the pandemic. The Child Safety Commission (2007) states children are the most vulnerable to
trauma due to their defenceless position in society, with most trauma occurring within the
family. Evidence shows that 80% of trauma occurs within the family environment (Child
Safety Commissioner, 2007). Arguably the most jarring aspect of some trauma is the harm is
caused by those who are intended to protect and nurture. Berger and Martin’s (2020) position
is credible due to the extended exposure to family environments by children since the
pandemic began.

The article purports that it is imperative for teachers to recognise and respond to trauma
through informed practice. Research confirms the importance of teachers in the lives of
trauma-affected students and the powerful role a teacher has upon a traumatised student.
Hobbs, Paulsen and Thomas (2019) comment that teachers provide the relational skills, safety
and security that traumatised students require. Trauma-informed practices are not designed to
diagnose or treat, rather they are about being informed and sensitive to issues related to
trauma. Further they are used to meet the needs of trauma affected students from a whole
organisation, holistic stance (Hobbs, Paulsen & Thomas, 2019). The significance of whole
school practice commented on by Berger and Martin (2020) is corroborated by research as
pivotal in the success of trauma exposed children.

Berger and Martin (2020) recognise the important role of schools and teachers for trauma-
affected children, this can be explained through Bronfenbrenner’s Ecological System (1979).
Bronfenbrenner’s Ecological Systems theory (1979) supports the Positive Learning
Environment perspective and links strongly to student behaviour. Bronfenbrenner (1979)
purports that a child’s development is most clearly understood by looking at the context of
the child’s environment. The theory speaks to the complex intersection of relationships
between schools, students, families, and the local and wider community (De Nobile et al.,
2020). Each system has roles, norms and rules which impact an individual’s psychological
development, and each are interrelated and influenced by each other. The Ecological Systems
theory (1979) is important for educators as they are part of the microsystem as a primary
influence that is important for building positive, healthy, secure relationships. Berger and
Martin (2020) cite similarly that schools are exponentially important as support systems for
trauma-exposed students.

Berger and Martin (2020) comment upon behaviour and classroom issues related to trauma
exposure, importantly these can be compounded by remote learning. The importance of
maintaining a Positive Learning Environment is important for all students, not only those
impacted by trauma, and exists within the teacher’s duty of care principles. The duty of care
ensures all students are learning, safely, and building relational skills that will carry them
through life. A teacher has the responsibility to create and maintain a supportive and safe
learning environment that establishes inclusive and positive interactions (AITSL, 4.1).
Students affected by trauma respond to routine, structure, and consistency as a result of their
lack of internal structure (Child Safety Commission, 2007). Evidence is presented by
Thomas, Crosby and Vanderhaar (2019) that indicates behavioural problems within the
classroom are directly related to trauma and the ‘fight, flight or freeze’ mechanism, and this
accounts for most ‘acting out’ issues (p. 426). The implementation of a Positive Learning
Environment contributes to effective teaching and learning practices which translates into
student success, which Berger and Martin (2020) state in their article.
As corroborated in Berger and Martin’s (2020) article an understanding of trauma research is
valuable. Recovery from trauma will occur best in the context of healing and supportive
relationships. Relationships are an essential component of the classroom culture as evidenced
within the Lyford model, a framework for classroom management (De Nobile et al., 2020).
Attachment theory is a theory underpinning the Lyford model that explains how supportive
relationships during childhood provide the foundation for building resilience (De Nobile et
al., 2020). Research shows that resiliency correlates with adults who manage stress
effectively (Child Safety Commissioner, 2007). Developing resilience and the capacity to
overcome adversity through positive emotional frameworks is key to creating meaningful
outcomes for trauma affected students (Holzgang, 2019).

Understanding how trauma and adversity affect students is critical for all school staff
comment Berger and Martin (2020). Trauma affects students’ memory, comprehension, self-
regulation and organisation which then compounds negatively upon their academic and social
experiences at school (Thomas, Crosby & Vanderhaar, 2019). Berger et al. (2018) comment
upon academic performance, behaviour and socio-emotional development in trauma exposed
children. Trauma impacts children developmentally thereby negatively impacting the child’s
learning capacity (Hobbs, Paulsen & Thomas, 2019). Trauma also affects fundamental
aspects of academic development, as well as emotional regulation and sociomoral
development (Hobbs, Paulsen & Thomas, 2019). Evidence provided by Berger et al. (2018)
shows however, that school’s positively impact the health and achievement of children after
trauma. The trauma-informed approach presents significant awareness into how to best
support students who are trauma-exposed. As the traumatised child develops greater
relationship skills and regulation capacity, they will begin to take pleasure in learning and
draw strength from a strong attachment bond to their school.

Berger and Martin (2020) comment that student engagement and improved relationships
increase due to implementing trauma-informed practices. Research substantiates that a
healing centred approach by teachers is essential as part of their responsibility to reform the
impact of trauma on students. Criticism of tiered systems of support within schools show that
there is a dearth of integration between tiers of support (Berger, 2019). Berger (2019)
comments that trauma training for all school staff is critical, that there must be a dialogue
between teachers and school mental health staff and further a dialogue between mental health
staff and external professionals to facilitate a meaningful trauma response. Furthermore,
efficacious trauma-informed practices require the integration of context (Thomas, Crosby &
Vanderhaar, 2019). De Nobile et al. (2020) comment that schools are complex settings that
require a skill set that incorporates an understanding of the school’s context and the students
within that school.

Berger and Martin (2020) suggest that all school staff should receive trauma training to
increase their understanding of trauma and reduce the impact of stress due to lack of training.
Teachers respond daily to trauma-exposed students however their lack of training and
preparation prompts feelings of anxiousness (Berger & Samuel, 2020). Efficacious teaching
comes from including the affective domain of teaching and learning as well as the
pedagogical techniques of academia (Kriewaldt, 2015). Pedagogy that meets the needs of
trauma within the classroom is vital to setting a culture of wellbeing for both staff and
students (Holzgang, 2019). Teacher preparedness correlates positively with confidence and
the management of stress, thereby confirming Berger and Martin’s (2020) argument.

Trauma affected students are found in all educational settings, including the remote learning
locale. The effects of trauma are significant and long term as they are cumulative and
negatively impact the adult health condition (Hobbs, Paulsen & Thomas,2019). Teachers
have a responsibility to champion for students who have experienced trauma and an ethical
and legal responsibility to promote a safe and positive climate with which to support the
development of all students (Bell, Limberg & Robinson, 2013). De Nobile et al. (2020)
comment that seeing the students in a positive light regarding their behaviour, while creating
a safe and supportive safe place for students to engage is a primary concern. Berger and
Martin (2020) correctly cite the importance of trauma-informed pedagogy to properly support
students during this unparalleled time and beyond.
References

Australian Institute for Teaching and School Leadership. (2017). Australian Professional
Standards for Teachers. https://www.aitsl.edu.au/

Bell, H., Limberg, D. & Robinson, E. (2013). Recognising Trauma in the Classroom: A
Practical Guide for Educators. Childhood Education, 89(3), 139-145. https://www-
tandfonline-com.ezproxy.flinders.edu.au/doi/pdf/10.1080/00094056.2013.792629?
needAccess=true

Berger, E., Carroll, M., Maybery, D. & Harrison, D. (2018). Disaster Impacts on Students
and Staff from a Specialist, Trauma-Informed Australian School. Journal of child &
adolescent trauma, 11(4), 521–530. https://doi.org/10.1007/s40653-018-0228-6

Berger, E. (2019). ‘Multi-tiered Approaches to Trauma-Informed Care in Schools: A

Systematic Review’. School Mental Health 11, 650–664.
https://doi-org.ezproxy.flinders.edu.au/10.1007/s12310-019-09326-0

Berger, E. & Martin, K. (2020). ‘Why every teacher need to know about childhood trauma’.
The Conversation. https://theconversation.com/why-every-teacher-needs-to-know-about-
childhood-trauma-132965

Berger, E. & Samuel, S. (2020). ‘A qualitative analysis of the experiences, training, and
support needs of school mental health workers regarding student trauma’. Australian
Psychologist, 55(5), 498-507, DOI: 10.1111/ap.12452

Bronfenbrenner, Urie. (1979). The Ecology of Human Development: Experiments by Nature

and Design. Cambridge, Mass: Harvard University Press.

Child Safety Commission. (2007). Calmer Classrooms: A guide to working with traumatised
children.
https://earlytraumagrief.anu.edu.au/files/calmer_classrooms.pdf

De Nobile, J., Lyons, G. & Arthur-Kelly, M. (2020). An Introduction to Positive Learning

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De Nobile, J., Lyons, G. & Arthur-Kelly, M. (2020). Classroom Climate. Positive Learning
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De Nobile, J., Lyons, G. & Arthur-Kelly, M. (2020). Classroom Culture. Positive Learning
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Hobbs, C., Paulsen, D., & Thomas, J. (2019). Trauma-Informed Practice for Pre-Service
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Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed Practices in Schools
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