Trauma Module 1: Introduction to Trauma-Informed Practices in Education

Summary

This training series helps school staff develop a trauma-informed perspective to better support students who have experienced trauma. By understanding how trauma affects behavior and learning, staff can create a safe, supportive environment that promotes healing. The training emphasizes small changes in practice that can make a big difference, focusing on building positive relationships, creating predictable environments, and responding to emotional needs. Staff will gain insights into trauma’s impact, including symptoms that may resemble other mental health issues, and will be equipped with practical tools to minimize retraumatization and promote student success.

Takeaways

• 😀 Trauma-informed care training is designed for all school staff, including teachers, administrators, and support staff, to help them understand and support students affected by trauma.
• 😀 The goal of the training is to shift perspectives on student behavior by recognizing the impact of trauma and integrating trauma-informed practices into daily interactions with students.
• 😀 Trauma is subjective—what may be traumatic for one person may not be for another, depending on how they cope with the experience and their available support systems.
• 😀 The training will not add additional tasks to staff members' responsibilities but will help modify their existing practices to support students more effectively.
• 😀 Trauma-informed care benefits all students, especially those who have experienced trauma, by minimizing retraumatization and promoting healing through supportive relationships.
• 😀 Trauma can result in behaviors that may resemble other mental health issues, such as ADHD or risk-taking behaviors, making it important to understand the root causes of these actions.
• 😀 Studies show that a significant portion of students experience trauma, and many may not show clear signs of it. However, staff can help by creating a predictable, supportive environment.
• 😀 Relationships with caring adults act as protective buffers for students, and staff members' consistency, empathy, and active listening can significantly help students feel safe and understood.
• 😀 Small changes in daily practices, such as emotional check-ins or creating safe spaces in classrooms, can have a large positive impact on students' emotional and academic outcomes.
• 😀 Resources such as websites, books, and additional modules will be provided to further educate staff on trauma-informed care, enhancing their ability to recognize and respond to trauma effectively.

Q & A

What is the primary goal of the 10-module series?

The primary goal of the 10-module series is to help school staff develop a trauma-informed perspective, which will guide their practice and interactions with students, improving their understanding of how trauma affects people and how to support those who have experienced trauma.

Who is the intended audience for this trauma-informed training?

The training is intended for all school staff, including general and special education teachers, paraprofessionals, secretaries, administrators, custodians, lunchroom staff, after-school staff, and others.

How is this training different from adding new interventions to a staff member's schedule?

This training does not focus on adding new interventions or intensive tasks to staff members' already busy schedules. Instead, it helps broaden and deepen the understanding of trauma and equips staff to make small changes in their work that can have a significant impact without overwhelming their duties.

What does 'trauma-informed care' mean in the context of this training?

In this training, trauma-informed care refers to a shift in perspective where school staff view student behavior through the lens of trauma, understanding that trauma affects individuals in different ways and adopting practices that minimize retraumatization while supporting healing and growth.

Why is trauma so difficult to recognize in students?

Trauma is difficult to recognize because the symptoms often resemble other mental health disorders, and the behaviors stemming from trauma can be confusing or concerning. Additionally, trauma can present in various ways, making it hard to identify without a trauma-informed perspective.

What is the relationship between trauma and its subjective nature?

Trauma is subjective, meaning that the same event, such as a car accident or living through a tornado, may not necessarily cause trauma in everyone who experiences it. Whether an individual is traumatized depends on how they cope with the event and the supports available to them afterward.

How common is trauma among students, according to research?

Research by the Centers for Disease Control indicates that adverse childhood experiences (ACEs) are very common, with 78% of people having experienced at least one ACE, and 16% having experienced four or more. In Madison schools, 10-15% of sixth graders report symptoms of post-traumatic stress disorder (PTSD).

What are some common behaviors exhibited by traumatized students?

Students who have experienced trauma may exhibit behaviors such as hypervigilance, distractibility, constant movement, attention problems, and risk-taking behaviors like drug use or early sexual activity. These symptoms may also overlap with conditions like ADHD or other mental health disorders.

What role do relationships and proactive buffers play in supporting traumatized students?

Relationships and proactive buffers, such as a consistent and understanding teacher or staff member, can play a significant role in helping traumatized students feel safe and secure. Positive, steady relationships and empathic listening can mitigate the effects of trauma and provide emotional support.

What practical steps can school staff take to help students who have experienced trauma?

School staff can support students by creating safe, predictable classroom environments, implementing best practices like responsive classrooms, checking in on students' emotional well-being, and taking care of their own physical and emotional needs to model self-care.