At School

Cole and her colleagues (2013, p. 18 – 25) provide us a glimpse of the end-goal:

  1. Leadership and staff share an understanding of trauma’s impacts on learning and the need for a school-wide approach
  2. The school supports all students to feel safe physically, socially, emotionally, and academically
  3. The school addresses students’ needs in holistic ways, taking into account their relationships self-regulation, academic competence, and physical and emotional well-being
  4. The school explicitly connects students to the school community and provides multiple opportunities to practice newly developing skills
  5. The school embraces teamwork and staff share responsibility for all students
  6. Leadership and staff anticipate and adapt to the ever-changing needs of students

 

They (2013, p. 17)  delineate the ideal vision as follows:

A trauma-sensitive school is one in which all students feel safe, welcomed, and supported and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission. It is a place where an ongoing, inquiry-based process allows for the necessary teamwork, coordination, creativity, and sharing of responsibility for all students, and where continuous learning is for educators as well as students

Oehlberg (2008, p. 14) calls five specific parties to take specific actions:

Oehlberg, 2008, p. 14

  •  Administrative Commitment
    • The power of relationships will be acknowledged and practiced, with every student being assigned a staff member in a caring and supportive team relationship
  • Disciplinary Policy
    • A trauma informed policy is built on the premise that infractions are generated by insecurities and fears, not anger or by choice. Instead of punishments, the focus will be on ways to restoring the offending student to the school community. [Amstutz & Mullet, 2005; Oehlberg 2006; Forbes & Post, 2006]
  • Staff Development
    • In-services on brain development and trauma will be presented to all staff; teaching, non-teaching, and volunteers.
    • “This includes ideas about avoiding the personalization of … behaviors, as well as how to intervene in ways that build … trust and independence” (Craig, 2008, p. 164).
  • Mental Health Professionals (Counselors, School Psychologists)
    • Develop relationships with trauma-specific mental health providers
    • “Consultation helps teachers validate their feelings and identify the ways in which children try to engage them in traumatic reenactments” (Craig, 2008, p. 164 – 165).
    • Clinical consultation helps teachers recognize situations in which their assumptions about children’s motivations or behaviors needs to change. It also helps teachers identify times when the pressure toward team consensus is keeping them from sharing observations or disagreeing with other team members. (Craig, 2008, p. 165)
  • Students
    • Student CARE Teams will be encouraged at the high school level to meaningfully connect with and support those students who are not fully integrated into the school community [Perry, 2006].