1. Resources for Supporting Students with Trauma
Collaborative Alternate Community Presentation

2. Shift in practice - from: “What’s wrong with this person
Shift in practice - from: “What’s wrong with this person?” to “What happened to this person?”
76 % of Canadian adults report some form of trauma exposure in their lifetime
9.2% meet the criteria for PTSD

3. Factors Influencing a Trauma Response
Trauma is not just the event itself but rather a response to a stressful experience in which a person’s ability to cope is undermined. Every traumatic experience is different, and each child’s response depends on his or her coping skills, resources and on the context and circumstances in which the stressful event occurs.
Characteristics of the Individual
Characteristics of the Environment
Characteristics of the Traumatic Event(s)
Childs’ age and stage of development
Prior history of trauma
Intelligence
Strengths and vulnerabilities of personality style; coping and resiliency skills
Individual’s culturally based understanding of the trauma
Immediate reactions of caregivers or those close to child
type of, quality of and access to constructive supports
attitudes and behaviours of first responders and caregivers
Degree of safety afforded the victim in the aftermath
Prevailing community attitudes and values
Cultural and political constructions of gender, race and sexual orientation
Frequency, severity and duration of the event(s)
Degree of physical violence and bodily violation
Level of terror and humiliation involved
Persistence of the threat
Physical and psychological proximity to the event

4. Neurobiologist Dr. Bruce Perry and his Colleagues at the Child Trauma Academy Explain:
The most developed areas of a child’s brain are the ones used most frequently. When children live in a persistent state of fear the areas of their brains controlling the fear response can become overdeveloped. “States” can become “Traits”
The areas of the brain active in fearful states are different from these active in calm states AND it is predominately the areas active in calm states that are required for academic learning.
The term “plasticity” explains the environment’s enormous influence on the growing child’s developing brian. Our experiences and relationships shape the neuropathways in our brains.

5. Impact of Trauma on Learning
affect dysregulation
shame
reduced cognitive capacity
difficulties with memory
language delays
need for control
attachment difficulties
poor peer relationships
unstable living situations

6. The Role of Schools Helping children regulate emotions
Creating safe, predictable school environments
Managing behaviour and setting limits
Helping students have a sense of choice and control
Build on strengths
Understand the connection between behaviour and emotion
Avoid labels
Foster Hope

10. Supportive Interventions
For Students
For Parents and Staff
E.P.I.
Telephone Helpline(s)
Youth Clinic
Family Doctor
Community Mental Health
Community Counselling
Youth Crisis Response
FORCE
Institute of Families
Connect Parenting Group

12. What we all can do
Know the signs and symptoms of emotional distress and trauma
When you see signs and symptoms, suspend judgment and ask the student what is going on.
Try to see the perspective of the student
Respond with empathy to their emotional concerns
Connect by listening, validating what you hear and encouraging connections with other
supports. Let them know you are there for them but expand their circle of support.
Change is often a long and difficult process look for the small improvements and steps in the
right direction
Consult discreetly with a trusted colleague, counsellor or administrator. It is natural to want
process these situations with others and to ensure that we have responded in an appropriate way

13. Hope