Understanding trauma in children and young people in the school setting

Abstract

Aim:Educational practitioners are increasingly aware of trauma experiences in students as a factor in child disturbance and schooling problems. This discussion paper aims to clarify definitions of trauma and differentiate them from other adverse childhood experiences (ACE), describe trauma impact in terms of clinical outcomes (PTSD, emotional and behavioural disorder) and how attachment factors mediate risk and discuss the challenges and ethics of identifying and enquiring about trauma experience in a school setting.Rationale:Schools are increasingly required to be ‘trauma sensitive’ and to intervene where possible, with government requirements of improving mental health in schools. However, this poses a real challenge for educationalists given the barriers due to ethics, stigma/secrecy, referral implications and measurement availability for whole school approaches. Universal screening may provide a framework that helps schools recognise, measure and treat trauma.Findings:A conceptual model clarifying trauma exposure, trauma impact and mediating factors is identified to aid understanding for teachers. Use of technological screening methods for whole school monitoring of trauma impacts, including mediating risks, are outlined.Limitations:A full literature review of trauma or school-based interventions is not provided. Nor are biological impacts of trauma at different developmental stages described.Conclusion:Teachers would benefit from having a psychological understanding of trauma models and their component parts in order to identify what lies within the remit of schools for identification and intervention.

Understanding Trauma: A Primer for Developing a Trauma-Focused Lens in Schools

“…Sympathetic nervous system hyperarousal often extends to conditions that are not necessarily consistent with the trauma that occurred (Friman et al, 1998). For example, hyperarousal can include fear, panic, and uncontrolled anger that seems to be disconnected from any observed triggers (Spence et al, 2021). At times, it can also be confused with attention-deficit/hyperactivity disorder (ADHD).…”

“…Ashra is one of thousands of students in the United States who show up to learn in schools every day and struggle with trauma they have or continue to experience. Approximately 20% of youth, or the equivalent of six pupils in every U.S. classroom, have experienced trauma (Spence et al, 2021). Meanwhile, nearly half of all U.S. children in today's schools have reported at least one adverse childhood experience (ACE; Brown et al, 2020).…”

Co-design and evaluation of a youth-informed organisational tool to enhance trauma-informed practices in the UK public sector: a study protocol

“…These can then be felt as a form of retraumatisation; this occurs when experiences that are mundane to others (eg, meeting professionals, being asked to consent to a process) remind the person of their past trauma, and a trauma-based response is evoked (eg, submission, disengagement, fear-based aggression) 9. Many community organisations and services, from schools to youth organisations and healthcare, routinely encounter young people who may have experienced ACEs but may be unaware of how the young person’s trauma may be shaping their needs, engagement and behaviour with them 10 11…”

Co-design and evaluation of a youth-informed organisational tool to enhance trauma-informed practices in the UK public sector: a study protocol

“…submission, disengagement, fear-based aggression 11 ). Many community organisations and services, from schools to youth organisations and healthcare, routinely encounter young people who may have experienced ACEs but may be unaware of how the young person’s trauma may be shaping their needs, engagement and behaviour with them 12,13 .…”