Informative Narrative

From the start of each teacher’s educational journey, they are taught they must aim to

support the needs of “the whole child.” This means supporting each student’s overall well-being,

including their social, emotional, physical, and academic needs. An essential factor in

understanding students' backgrounds and becoming better advocates for students is by being

trauma-informed. Trauma can impact every aspect of a child’s well-being. Recognizing the signs

of trauma and knowing how to respond to these signs are a vital part of being a successful

educator and supporter of students.

As expressed by Maslow’s Hierarchy of Needs (1943), physiological needs, safety and

security, love and belonging, esteem, and self-actualization are all things that humans need to

thrive in life. Trauma can be the result of being deprived of one or more of these things, which

can be a great barrier to any student’s development and performance in the classroom and further

affecting the child's overall well-being. To go deeper into what trauma is, trauma refers to your

response following an event that psychologically overwhelms you, often resulting in shock,

denial, and changes in the body, mind, and behavior (Ryder, 2022). There are many branches of

trauma, as it is not a “one size fits all” experience.

One common form of trauma that students experience is environmental trauma.

Environmental trauma is defined as an emotional, physical, or psychological response to an

event, community environment, or series of events that has lasting adverse effects on an

individual's functioning (Cobb & Osborne, 1970). A community's thoughts, beliefs, or practices

can often affect young adolescents more than we realize. There are numerous factors that can be

part of environmental trauma such as; keeping up with trends, racial, ethnic, and religious

diversity, physical abilities, parental involvement and behaviors, and support systems (Hall,
1976). Having too much or too little of any of these factors can become traumatic for young

adolescents.

We often see these traumatic experiences for young adolescents in middle and high

school years during the most essential time of human development. Trauma can be transposed in

many directions; however, all trauma affects the brain. Both the ventromedial prefrontal cortex

and the hippocampus have been known to shrink or become damaged when an individual

experiences a traumatic event (Hodgdon, 2022). These portions of the brain help regulate mood

and feelings and differentiate between the past or present. Damage within these regions of the

brain are where mental disorders such as PTSD, Anxiety, Depression, and bipolar disorder can

be diagnosed (Kiser, 2019). On a more common scale, this damage causes people, especially

younger students, to have delays within their ability to process information or use critical

thinking skills.

Along with affecting the brain, trauma also affects an individual's social and emotional

development. From the late elementary grades until the student's graduation, we can see the

impacts of social and environmental changes and development within students. We can begin to

see physical responses to trauma such as behavioral outbursts, social withdrawals, social

submersions, lack of hygiene, and rash and hive outbreaks. These responses are easy to see

within our students, but they can also manifest in other ways such as; anxiety, depression, bipolar

disorder, attachment disorders, low self-esteem, and over or under expressing emotions. Due to

the diverse nature of responses that humans display while encountering traumatic situations, it is

not always easy to know when and how to react.

When teachers encounter students who have experienced trauma, it is vital that they have

a learning environment that will support students with trauma in an effective but caring way.
Thus, teachers should instruct students on different ways to regulate emotions when they occur

to further assist students in their ability to become successful despite what they may believe

(Terrasi and Crain de Galarace, 2017, p.37). It is also important for the teacher to create a

classroom environment that has consistent routines (Terrasi and Crain de Galarace, 2017, p.37).

This helps our students find comfort in knowing expectations, rules, and daily structures,

eliminating the possible anxiety and confusion that comes with the lack thereof. We can also

implement relationship building activities and calming atmospheres for our students to push

them to express their feelings and maintain a sense of safety and support.

Finally, it is imperative that teachers are aware of what to do if they suspect that one of

their students is experiencing a traumatic event. Teachers are mandated reporters, which means

they should not wait before informing their administrators and counselors about any concerns.

However, Todd states in her article “Recognizing the Signs of Trauma” that a teacher should

never ask a student to continue their explanation of trauma (2021). The student should be

directed by administrators to the correct person to ensure that the student is receiving the

assistance they need. The majority of our students have seen or been affected by environmental

trauma, it is up to us to meet the needs of each student and ensure that they are getting the help

they need.