By Kylene Dalton-Koons and Brad VanDenend
In schools these days, there is a lot of talk about trauma—and for good reason. According to the National Child Traumatic Stress Network, “One out of every 4 children attending school has been exposed to a traumatic event” (4). Not only does this research support the idea that educators be equipped with tools to recognize and respond to trauma, but the Bible also calls us to do so.
Isaiah 1:17 says, “Learn to do right; seek justice. Defend the oppressed. Take up the cause of the fatherless; plead the case of the widow.” By creating a trauma-informed school community within which social and emotional beings can thrive, educators can promote resilience for youth who have experienced trauma.
Trauma is an experience in which a person’s internal resources are not adequate to cope with external stressors.
What Is Trauma?
Many definitions of trauma exist, but perhaps one of the clearest definitions is from the Sanctuary Institute: trauma is an experience in which a person’s internal resources are not adequate to cope with external stressors. Some examples of situations that may be traumatic are
- physical or sexual abuse
- the death of a loved one
- bullying
- witnessing domestic violence
- witnessing or experiencing community violence (e.g., shootings, robberies, etc.)
- natural disasters
- living in chronically chaotic environments
Children often do not have the necessary internal resources to navigate the impact of traumatic events such as these. Equipping oneself and one’s classroom with the necessary tools to respond to trauma can help students build internal resources with which to cope with external stressors.
Shifting Our Perspective
Trauma is a universal experience, and it changes who we are. But more importantly, traumatic events change the physical structure of the brain, disrupting connections and activations in the brain. Here’s the basic science: The amygdala (which activates the fight-or-flight response when environmental threats are detected) goes into overdrive when trauma occurs. At the same time, the prefrontal cortex (the part of the brain that regulates attention, awareness, and emotions and makes decisions about the best response to a situation) is impaired and unable to regulate the amygdala’s threat response. The result? Hyperarousal, hypervigilance, anger, impulsivity, and other maladaptive behaviors.
Poor academic outcomes are associated with these brain changes, as students must manage classroom expectations and stressors with a brain that is shaped and programmed to feel fearful and in danger. Negative or maladaptive behaviors, such as outbursts, bullying, fighting, and lack of application, may actually be survival skills that appear as a traumatized child synthesizes stressful situations with an ill-equipped brain.
Yes, Jimmy’s constant interruptions are frustrating and disruptive to the classroom. But Jimmy is unlikely to openly state, “My dad hits my mom,” or “I watched my grandpa die of cancer,” or “An adult hurt me.” Rather, Jimmy’s brain is wired to be hypervigilant and in constant fight-or-flight mode, which makes sitting in a classroom for a prolonged period of time an almost impossible activity.
It is important for educators to shift from the question “What’s wrong with you?” to the question “What happened to you?”
To account for the physiological reality that trauma changes the brain, it is important for educators to shift from the question “What’s wrong with you?” to the question “What happened to you?” The word “trauma” stems from the Greek word meaning “wound.” Viewing traumatized children, individuals, or systems as wounded helps us maintain the proper perspective (what happened to them rather than what’s wrong with them) in light of their maladaptive behaviors, emotions, or reactions.
Genesis 1:27 says, “So God created mankind in his own image, in the image of God he created them.” Asking “What’s wrong with you?” presupposes that God, in creating us in His image, erred. Asking “What happened to you?” can be a first step in recognizing the impact of the past on current behaviors and functioning, while acknowledging the student as made in the image of God. That doesn’t mean the behavior should be tolerated or excused. Rather, it helps to provide some context for the behavior and elicits a revised response.
Community Meeting
Perhaps one of the simplest ways to support a trauma-informed classroom is to start each day with a community meeting.
A tool used within Sandra Bloom’s Sanctuary Model, the community meeting is a trauma-informed routine to help children identify feelings, focus on the future (thinking before acting), and learn about social responsibility. It’s composed of three simple questions.
- How are you feeling today? Trauma disconnects us from emotions. Research shows that children who cannot talk about their feelings are more likely to demonstrate these feelings through negative behavior and physical symptoms. By asking “How are you feeling today?” you’re creating a safe space for students to assess and name their emotional state in the moment.
- What is your goal for today/this class/etc.? Trauma and chronic stress can keep us stuck in the past and disconnected from a sense of the future. Having a goal is future focused and draws us toward hope. Asking “What is your goal for today?” facilitates student growth and also reminds students to think before they act.
- Who can you ask for help if you need it? Trauma, chronic stress, and adversity disrupt our attachments and can make us feel isolated and siloed. But healing happens in relationships. This question emphasizes social responsibility and creates community and concern for others’ well-being.
Here are a few rules for community meetings:
- “Good” and “fine” are not feelings and cannot be used to answer the first question.
- They are meant to be quick check-ins, not therapy sessions. Once you get the routine down, it should not take more than five to ten minutes, depending on the size of the classroom.
- As part of a commitment to social responsibility, if a student expresses a concerning emotion (sad, depressed, furious, etc.), simply ask, “Can I check in with you later?” and move on.
Community meetings can be a great way to facilitate open communication, normalize feelings, and build community.
A Cost to Caring
Educators who work with traumatized children are often at risk of compassion fatigue, a state in which hearing the traumatic stories of others takes a physical and emotional toll. In her book Kitchen Table Wisdom, Rachel Remen states that “the expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic as expecting to be able to walk through water without getting wet” (52). It is not possible to teach and engage traumatized children on a daily basis and not experience some of the symptoms of compassion fatigue.
Some signs of compassion fatigue include
- feeling burdened by the situation or suffering of others
- isolation
- loss of pleasure in activities
- blaming others for their situations or suffering
- feelings of hopelessness
If you find yourself experiencing any of the symptoms listed above, know that it is normal and expected. While we have been conditioned to mask such emotions and fake our way through the day, it is important that we acknowledge our feelings rather than avoiding them. Consider this wisdom from Fred Rogers: “Anything that’s human is mentionable, and anything that is mentionable can be more manageable. When we can talk about our feelings, they become less overwhelming, less upsetting, and less scary” (Kris). So take time to breathe, practice good self-care, get support from your team, or even talk to a professional.
Servants of Grace
As we face another school year with so much uncertainty, it is as important as ever to understand and recognize the impact of trauma and adverse stress for both students and educators. First Peter 4:10 says, “Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms.” Let us take this opportunity to serve one another by creating a trauma-informed school environment in which all can thrive.
Works Cited
Bloom, Sandra, and S. Sreedhar. “The Sanctuary Model of Trauma-Informed Organizational Change.” The Source, vol. 16, no. 1, pp. 48–53.
Kris, Deborah Farmer. “The Timeless Teachings of Mister Rogers.” PBS.org, March 20, 2017, https://www.pbs.org/parents/thrive/the-timeless-teachings-of-mister-rogers.
National Child Traumatic Stress Network. “Child Trauma Toolkit for Educators.” National Center for Child Traumatic Stress, 2008.
Remen, Rachel Naomi. Kitchen Table Wisdom: Stories That Heal. 10th ed. Riverhead Books, 2006.
Kylene Dalton-Koons is the director of care coordination and innovation at West Michigan Partnership for Children. A licensed masters-level social worker, she has over fifteen years of experience working with children and trauma in both the child welfare and domestic violence fields. In her free time, Kylene enjoys spending time with her family, cooking, and gardening.
Brad VanDenend is a licensed MSW and the clinical liaison for West Michigan Partnership for Children, responsible for connecting youth involved in the child welfare system with appropriate mental health services and supports. With over sixteen years of experience working with children and families, Brad was drawn to this field through his own family history with foster and adopted siblings. In his free time, Brad enjoys golfing, jogging, and playing games with his family.
