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 TWO Trauma-Sensitive Schools: What, Why, & How Part One: What are trauma-sensitive schools? Part Two: Why is a universal approach needed? Part Three: How do you create a trauma-sensitive school?

Part One: What are trauma-sensitive schools?

What is trauma-informed care?

Grounded in an understanding of and responsiveness to the impact of trauma Emphasizes physical, psychological, and emotional safety Creates opportunities for survivors to rebuild a sense of control and empowerment Trauma-Informed Care

(SAMHSA, 2012) Realizing the prevalence of trauma Recognizing the impact of trauma Responding by integrating knowledge about trauma daily practice Trauma-Informed Care

Trauma-Specific Services: Specific treatment interventions to address trauma-related symptoms. Trauma-Informed Care: A universal strategy that provides support to all and enhances identification of those with more intensive needs.

How does this apply to schools?

Select states have led the movement to address trauma in schools. Whole-school models for addressing trauma have emerged.

Trauma-Sensitive School: A school where all feel supported and addressing trauma is central to its mission.

Tier 1: Universal Interventions For all students Preventive, proactive School-wide strategies for addressing trauma and building resilience. Trauma-Sensitive Schools Tier 2: Secondary Interventions For some students exposed/at risk Group interventions Tier 3: Tertiary Interventions Individualized Specific trauma interventions Intensity of need and response

SUMMARY: PART ONE Trauma-informed care grew from social service systems. Schools across the U.S. have adapted this approach. Trauma-sensitive schools integrate universal strategies. Individual supports exist within this universal approach.

Part Two: Why is a universal approach needed?

1. Rates of childhood trauma are high and impact on learning and behavior can be significant. 2. There is increased risk of doing harm when trauma responses are overlooked. 3. The environment plays a critical role in recovery and resilience. 4. Adopting a universal response to trauma has a positive impact on students and schools.

Why is a universal approach needed? 1. Rates of childhood trauma are high and impact on learning and behavior is significant. 2. There is increased risk of doing harm when trauma responses are overlooked. 3. The environment plays a role in resilience and recovery from trauma. 4. Adopting a universal response to trauma has a positive impact on students and schools.

REVIEW: MODULE ONE Exposure to childhood trauma is common. Complex trauma that begins early and continues over time is particularly impactful. Neurobiological changes impact behavior and learning. School staff may struggle with trauma responses. Without intervention, the impact of childhood trauma on individuals and society is significant.

Why is a universal approach needed? 1. Rates of childhood trauma are high and impact on learning and behavior is significant. 2. There is increased risk of doing harm when trauma responses are overlooked. 3. The environment plays a role in resilience and recovery from trauma. 4. Adopting a universal response to trauma has a positive impact on students and schools.

MISUNDERSTANDING Using negative labels to describe behaviors Not connecting behavior to trauma Impacts quality of response

MISTREATING Retraumatization: A situation, attitude, interaction, or environment that replicates the events or dynamics of the original trauma.

MISDIAGNOSING Mental health providers may mislabel or misdiagnose presenting problems without considering the connection between current behaviors and past trauma.

Why is a universal approach needed? 1. Rates of childhood trauma are high and impact on learning and behavior is significant. 2. There is increased risk of doing harm when trauma responses are overlooked. 3. Schools play a key a role in supporting resilience and recovery from trauma. 4. Adopting a universal response to trauma has a positive impact on students and schools.

The school environment has an impact on student response to trauma.

Why is a universal approach needed? 1. Rates of childhood trauma are high and impact on learning and behavior is significant. 2. There is increased risk of doing harm when trauma responses are overlooked. 3. Schools play a key a role in supporting resilience and recovery from trauma. 4. Adopting a universal response to trauma has a positive impact on students and schools.

Decrease in office referrals Improvement in test scores Significant drop in suspensions

SUMMARY: PART TWO High rates of child trauma call for a universal response. Schools that overlook trauma run the risk of misunderstanding, mistreating, and misdiagnosing students. The quality of the environment contributes to healing and resilience. Schools are seeing the positive impacts of adopting a trauma-sensitive approach.

Part Three: How do you create a trauma-sensitive school?

Core principles Key components Enhanced capacity Improved outcomes

CORE PRINCIPLES Understanding trauma and its impact and need for school- wide approach Believing that healing happens in relationship Ensuring emotional and physical safety Viewing students holistically Supporting choice, control, and empowerment Ensuring cultural awareness Using a collaborative approach

Key Components Supporting Staff Development Creating a Safe and Supportive Environment Assessing Needs and Providing Support Building Skills Collaborating with Students and Families Adapting Policies and Procedures

SUPPORTING STAFF DEVELOPMENT “Awareness is the critical first step in creating a trauma-sensitive school.” - Cole et al., 2013

Traumatic stress and its impact Child development and attachment Relationship between trauma and emotional and physical health Culture-specific responses to trauma and healing Principles of a trauma-sensitive approach Knowledge-building

Classroom strategies for creating safety Crisis intervention and de-escalation strategies Strengths-based approach Positive behavioral interventions Restorative practices Relationship-building Self-care practices Skills-building

Ongoing support Formal mechanisms for training new hires and providing refresher trainings for all Incorporating consultation Educating students and families Long-term commitment

CREATING A SAFE AND SUPPORTIVE ENVIRONMENT “The normal process of educating students cannot proceed until a sense of physical and psychological safety is established in the school.” - Bloom

Creating A Safe and Supportive Environment Establishing physical safety Supporting emotional safety Recognizing and reducing triggers Preventing and managing crises

Physical Safety School is well-lit and well-maintained. Classroom has posted schedules and rules. School has safe, quiet spaces for children when needed. School includes culturally-familiar materials. No-tolerance policies for bullying and violence. Adequate adult monitoring of classroom and common spaces.

Emotional Safety “Recovery cannot occur in isolation. It can take place only within the context of relationships characterized by belief in persuasion rather than coercion, ideas rather than force, and mutuality rather than authoritarian control – precisely the beliefs that were shattered by the original traumatic experiences.” Herman, 1992

Emotional safety Establish clear, predictable routines. Plan for changes and transitions and anticipate student responses. Set clear rules and expectations and enforce them consistently. Use respectful language and tone. Adopt a positive, strengths-based approach. Use praise and reinforce positive behaviors. Present material in multiple ways. Provide opportunities for student choice and sense of control. Be prepared to offer additional support when needed. Check your assumptions. Classroom Strategies

Recognizing and Reducing Triggers Loud, chaotic environments Physical touch Authority figures Limit setting Particular areas of the school Uncertainty about expectations or transitions Situations that bring up feelings of helplessness, vulnerability or lack of control

The Stress Response Preventing and Managing Crises Adjust responses Repair and learn Debrief and develop plans

ASSESSING NEEDS AND PROVIDING SUPPORT All plans consider trauma Assessments are conducted in trauma-sensitive ways Students have access to trauma-related resources and services

BUILDING SKILLS Viewing students holistically Building skills for resilience and recovery

COLLABORATING WITH STUDENTS AND FAMILIES Encourage parental involvement. Support parent control and choice during meetings. Model healthy interactions and respect. Provide parent education on the impact of trauma. Encourage similar routines and strategies at home.

ADAPTING POLICIES AND PROCEDURES Discipline Communication Safety

SUMMARY: PART THREE Trauma-sensitive schools are founded on a set of principles that guide all practices. Staff education on trauma is critical. Physical and emotional safety is a priority. Trauma-sensitive schools consider trauma when assessing needs, providing services, and building skills to support well-being and academic success. School leadership builds the infrastructure to support trauma-sensitivity by creating and adapting policies and procedures that support the core principles.

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