Trauma-Informed Classrooms and Schools

Childhood emotional, physical, and/or sexual trauma is a common experience. Research indicates that as many as 68% of children experience at least some form of trauma event (Pappano, 2014). Although many children will not experience post-traumatic effects of such experiences, many students with disabilities, particularly students with emotional and behavioral disorders (EBD) have experienced trauma such as abuse or neglect (Jaudes & MackeyBilaver, 2008; Milot, Ethier, St-Laurent, & Provost, 2010). For example, in one recent study of children in the child welfare system it was found that the most common disability present in children with substantiated maltreatment was emotional disturbance (Lightfoot, Hill, & LaLiberte, 2011). Furthermore, it is estimated that about 30% of adolescents with EBD have experienced trauma or show signs of post-traumatic stress disorder (Mueser & Taub, 2008). Thus, teachers of students with EBD need to be aware of the impact of trauma on children and the most effective ways to address their educational and social needs. The purpose of this article is to discuss the nature of childhood trauma with an emphasis on its impact in educational settings. A particular focus will be on multitiered, research-based strategies for supporting students who have experienced trauma. I begin by discussing the impact of trauma on children, followed by a brief description of trauma-informed practice. The major emphasis of the article is a discussion of specific supports and interventions along with additional considerations for supporting implementation of trauma-informed practices. Trauma and its Effect on Children in Schools