How influential are school-based interventions for traumatized children at the school and student levels?
This paper will examine trauma-informed learning. I was interested in this topic because of the recent increase in adverse childhood experiences (ACEs).
· Adverse childhood experiences (ACEs) have gained popularity in recent years, even appearing on Oprah’s 60 Minutes segment.
· Educators have embraced the notion of ACEs since they have such a significant influence on children.
· Knowledge of the consequences of trauma and adversity on our children’s physiological, social, and emotional well-being drives changes in our systems (Brunzell, T., Stokes, H., & Waters, L., 2016).
Students’ success depends on their comprehension of practical teaching approaches. Students who have been traumatized might considerably benefit from simple changes to the classroom structure and how teachers and students interact with one another.
· Teachers must have a good relationship with their students and their families. These encounters become even more critical for students who have been traumatized (Brunzell, T., Stokes, H., & Waters, L., 2016).
· Using trauma-informed teaching strategies, instructors may demonstrate to children that they care. In addition, it may be used by teachers to help students.
· It can also assist students in their rehabilitation after a traumatic event.
Schools that use a trauma-informed approach recognize, understand, and address the educational needs of traumatized children. To achieve this, the school’s culture, procedures, and norms must be willing to alter to be sensitive to traumatized kids’ needs (Brunzell, T., Stokes, H., & Waters, L., 2016). Thus, this project has a positive impact on schools and the lives of at-risk children.
· Any school’s mission statement must include trauma-informed education.
· In a trauma-informed school, school personnel, students, families, communities, and systems may all be affected by trauma.
· As a teacher, you must balance your classroom’s sensitivity to trauma-laden content and your students’ prior traumatic experiences.
The use of trauma-informed teaching practices, the school environment, and the delivery of trauma-related in-service and preservice teacher education in schools have all become more popular.
· The fundamental role of schools is to help students reach their academic potential.
· If a youngster has been abused or traumatized, they may find it difficult to concentrate in school.
· It’s vital to remember that children’s mental health and well-being are inextricably tied to their academic achievement as well as the school community’s general health and well-being.
Trauma-informed teaching is no longer an optional way of instruction for religious educators in higher education; it is instead a required and valuable tool (Stephens, D. W., 2020).
· Trauma-informed practices have been offered as a teaching method, but they are also used as academic tools and as a subject of study, providing material for classroom discussion.
· Trauma-informed teaching should not be seen as a requirement for specific individuals but rather as the standard for all students in the classroom.
· Even if trauma isn’t discussed in the classroom, it exists. So when adopting trauma-informed teaching in the school, it’s crucial to keep this in mind.
As instructors in higher education settings, we must learn how to apply trauma-informed pedagogy and contribute to a trauma-informed community of support. Many survivors and their trauma experiences may come into touch with instructors in the classroom (Stephens, D. W., 2020). When trauma-informed pedagogy is used more frequently, a person’s ability to empathize with trauma survivors improves.
· Students can become more conscious of their unhealed traumas by using trauma-sensitive teaching strategies in the classroom.
· As a result, if children feel safe, trusted, and empowered by their teacher, who follows the central values of trauma-informed pedagogy, they are more inclined to open up about their traumas and those of their peers.
· It can become even more uncomfortable in and of itself as we become more aware of and near to the realities of trauma.
The first step in trauma-informed teaching is to understand how trauma impacts learning and behavior. Next, consider what your kids’ behaviors could be trying to tell you. Finally, they also examine their teaching approaches to determine if there are any ways to assist traumatized children better.
Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63-83.
Stephens, D. W. (2020). Trauma-Informed Pedagogy for the Religious and Theological Higher Education Classroom. Religions, 11(9), 449.