Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap for Leaders

MODULE ONE Understanding Trauma and Its Impact Part One: What is trauma and how common is it? Part Two: How does the stress response system work? Part Three: What is the impact of exposure to trauma? Part Four: What does this mean for schools?

Part One: What is trauma and how common is it?

Source: Herman, J. (1992). Trauma and recovery. New York: Basic Books. Overwhelms ability to cope Results in feelings of terror, helplessness, and powerlessness Interferes with sense of control, connection, and meaning What is trauma?

Acute Trauma

Types of trauma Chronic Trauma

77 Complex Trauma

Historical Trauma “It is important for us to know our history, because we are carrying it.” Maria Yellow Horse Brave Heart

Childhood trauma is common. One out of every four students has been exposed to a traumatic event.

2 out of 3 children in the United States are exposed to violence.

In 2013 in the United States 679,000 children were victims of abuse and neglect.

Poly-victimization 75% who are victimized reported more than one type of victimization. 1 in 10 report 5 or more exposures to violence.

Histories of Trauma among Children ( Trauma happens within a broader context.

SUMMARY: PART ONE Traumatic experiences are overwhelming. Early, prolonged trauma is particularly damaging. Exposure to violent trauma is common. Risk for exposure to more than one type is high. Contextual factors increase risk for trauma.

Part Two: How does the stress response system work?

The Stress Response The brain has a built-in alarm system.

Cortex Limbic System amygdala Brain Stem “Thinking Brain” “Emotional Brain”

2. Thinking brain assesses the situation 3. Thinking brain goes off-line 1. The amygdala senses threat and sets off the alarm 4. Emotional brain activates fight or flight response

Herman, 1992 Traumatic Stress Response “After a traumatic experience, the human system of self-preservation seems to go onto permanent alert, as if the danger might return at any moment.”

There are a range of common responses after a traumatic event. Responses vary by stage of development.

COMMON TRAUMA RESPONSES: CHILDREN

COMMON TRAUMA RESPONSES: ADOLESCENTS

Culture and Trauma

Triggers are reminders of past traumatic experiences.

Supervision and Support Potential triggers for youth Loud noises Physical touch Threatening gestures Authority figures Chaos or uncertainty Particular spaces

Supervision and Support Potential triggers for caregivers School environment Authority Confusion Threat of system involvement

SUMMARY: PART TWO The brain has a built-in alarm system. In danger, the emotional brain takes over. A traumatic experience overwhelms the system. A range of acute responses are common. Triggers are reminders that set off the alarm.

Part Three: What is the impact of exposure to trauma?

Everybody responds Response is intense, but recovery is relatively quick. Response is long- term, intrusive, and severe. Continuum of Responses Adult support is critical

Stress resistance Resilience Protracted recovery Post-traumatic growth

Severe persisting distress Decline Stable maladaptive functioning

Post-traumatic Stress Disorder (PTSD) Re-experiencing Avoidance Changes in arousal Negative changes in beliefs and mood

Cultural Context and PTSD Western diagnosis May not capture cultural variations Variations in distress may not fit existing criteria

Source: National Child Traumatic Stress Network, Culture and Trauma Briefs. (2006). Volume 1(4). Rates of PTSD Ranges from 5% to 14.5% in adolescents Rates are higher for girls Prevalence varies based type of trauma

Histories of Trauma among Children Risk and Protective Factors & Trauma

Histories of Trauma among Children 38 ( Environmental & Contextual Factors Nature of event Proximity Culture and ethnicity Social support Parents

Histories of Trauma among Children 39 ( Individual Factors History of exposure Age Gender Cognitive ability Self-efficacy Biological determinants

“Early experiences are built into our bodies, creating biological ‘memories’ that shape development, for better or for worse.” Center on the Developing Child

Cortex Limbic System amygdala Brain Stem “Thinking Brain” “Emotional Brain”

(Center for the Developing Child, working paper 5) Periods of particular sensitivity to the effects of environment and experience Brain adapts to whatever experiences are available Sensitive Periods

Thinking brain less well-developed toxic stress Constant threat Emotional brain remains in survival mode

Effects of Complex Trauma Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orient ation Effects of Complex Trauma

Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Effects of Complex Trauma Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Effects of Complex Trauma Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Effects of Complex Trauma Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Effects of Complex Trauma Relationships Emotional Regulation Behavior Cognition Dissociation Self-Concept and Future Orientation

Felitti & Anda, 2010; Felitti et al., 1998 Adverse Childhood Experiences physical abuse, emotional abuse, and sexual abuse emotional and physical neglect household substance abuse household mental illness a mother treated violently parent separation or divorce incarcerated household member More than 1 in 5 reported 3 or more experiences.

Felitti & Anda, 2010; Felitti et al., 1998 Centers for Disease Control and Prevention

SUMMARY: PART THREE Many children recover from trauma, but some develop more significant challenges, such as PTSD. There are key environmental and individual factors that impact a child’s response trauma. Complex trauma – chronic interpersonal trauma that begins early – changes the way the brain develops. Complex trauma can impact all areas of functioning into adulthood.

Part Four: What does this mean for schools?

Difficulty paying attention and learning Trouble building relationships with teachers and peers More time out of class Increased risk of failing, poor test scores More likely to be suspended or expelled Higher rates of referral to special education Impact of Trauma: Students

Impact of Trauma: Staff Secondary Traumatic Stress & Vicarious Trauma

All are in survival mode Negative impact on school safety and culture Creates an environment less conducive to learning Increased risk for harm Impact of Trauma: Conditions for Learning

“Trauma is a fact of life. It does not, however, have to be a life sentence. Not only can trauma be healed, but with appropriate guidance and support, it can be transformative... How we handle trauma (as individuals, communities and societies) greatly influences the quality of our lives.” Peter Levine,1997

Building Trauma-Sensitive Schools MODULE ONE Understanding Trauma and Its Impact MODULE TWO Trauma-Sensitive Schools: What, Why, & How MODULE THREE A Roadmap for Leaders