Trauma Informed
More and more, it is coming to light that traditional models of education have caused trauma in various populations.
I don’t need to elaborate on so many of the horrors coming to light about residential schools, parish schools, and traumatic experiences with coaches and other educators. We’ve all heard the stories. They break our hearts.
When students come to school, their backgrounds and contexts create scenarios that can impact cognition, social relationships, emotional stability and behavior. Trauma-informed education aims to create safe, welcoming, and inclusive spaces that foster creativity, curiosity, and compassion for others and their backgrounds.
Students are facing traumas that never could have been imagined even 20 years ago. Between drug addiction and the fentanyl crisis, regular school or mass shootings, increasing racial hostility and political divides, cyberbullying and the dark web and so much more, it is becoming more and more evident that students require educators who are not only aware of trauma but also informed in best practices for trauma-informed care and practice.
Adverse Childhood Experiences (ACEs) are affecting more and more families – especially considering our current economic crisis and housing crisis across our nation (and specifically inside the Puget Sound). The National Education Association confirms that:
Decades of research and studies have established that children who experience adverse childhood experiences (ACEs) not only are more likely to exhibit negative behaviors at school, but are more likely to develop risky behaviors. They are more likely to face a host of negative health consequences over their lifetimes, including reduced life expectancy. Data from the 2016 National Survey of Children’s Health (NSCH) showed that 46 percent of America’s children had experienced at least one adverse childhood experience with the number rising to 55 percent for children aged 12 to 17. One in five U.S. children had two or more ACEs.
Trauma Informed educational practices cultivate an environment that supports students’ mental and emotional health, helping them stay regulated and engaged, and acknowledges that there may be invisible limitations. The statistics on ACEs in the US population are staggering.
ACEs are not just cumulative – their effects are exponential and composite. While health concerns consume most of the CDC resources, it is also critical to note from the research that ACEs also adversely affect independent living strategies, educational outcomes, and social support structures. These can impact earning potential, work stability and housing stability, which can create generational gaps in education, financial stability, and emotional regulation.
This approach to education – understanding behavior as communication, and awareness of the various manifestations of trauma in health, behavior, and educational outcomes – profoundly benefits students. It reduces the “toxic” stress of hostile environments they may be facing elsewhere, and gives them a toolkit to turn to eustress and growth mindset.
By providing resources for our students to access support for any kind of traumatic event, we are fostering long-term health and well-being.
Among U.S. adults from all 50 states and the District of Columbia surveyed during 2011–2020, approximately two thirds reported at least one ACE; one in six reported four or more ACEs. ACEs were highest among women, persons aged 25–34 years, non-Hispanic American Indian or Alaska Native adults, non-Hispanic multiracial adults, adults with less than a high school education, and adults who were unemployed or unable to work. Prevalence of individual and total number of ACEs varied across jurisdictions.
Helpful Resources
Anderson, K. N. (2022). Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021. MMWR. Morbidity and Mortality Weekly Report, 71(41). https://doi.org/10.15585/mmwr.mm7141a2
Aurelia De Lorenzo, Lattke, L. S., & Emanuela Rabaglietti. (2023). Creativity and resilience: a mini-review on post-pandemic resources for adolescents and young adults. Frontiers in Public Health, 11(11-2023). https://doi.org/10.3389/fpubh.2023.1117539
Bricker, M. (2017). How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY. https://www.naadac.org/assets/2416/2019NWRC_Michael_Bricker_Handout4.pdf
Carney, T. (2016). Dr. Joy DeGruy Leary: Post Traumatic Slave Disorder [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=BGjSday7f_8
CDC. (2024). About Adverse Childhood Experiences. Adverse Childhood Experiences (ACEs). https://www.cdc.gov/aces/about/index.html#cdcreference_5
Center for Inclusive Education. (2024). Understanding Neurodiversity and Its Impact on Disability Perceptions. All Belong Main. https://allbelong.org/understanding-neurodiversity-and-its-impact-on-disability-perceptions#:~:text=Neurodiversity%20suggests%20that%20the%20differences
Centers for Disease Control, USA. (2022). Supplementary Table. Associations Between Categories of Adverse Childhood Experiences During the COVID-19 Pandemic and Poor Mental Health and Suicidal Behaviors (N = 4,390) — Adolescent Behaviors and Experiences Survey, United States, 2021. Cdc.gov, 71(41). https://stacks.cdc.gov/view/cdc/121662
DeGruy, J. (2014). Post Traumatic Slave Syndrome. Dr. Joy DeGruy. https://www.joydegruy.com/post-traumatic-slave-syndrome
DeGruy, J. (2019). Post Traumatic Slave Syndrome. How Is It Different From PTSD? | AJ+ Opinion [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=Rorgjdvphek
Diamond-Welch, B., & Kosloski, A. E. (2020). Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect, 104, 104468. https://doi.org/10.1016/j.chiabu.2020.104468
Dillard, C. (2021). The Spirit of Our Work. Beacon Press.
Farmer Kris, D. (2017, February 21). How Social Bias Can Transfer From One Generation To The Next. KQED: Mindshift. https://www.kqed.org/mindshift/47596/how-social-bias-can-transfer-from-one-generation-to-the-next
Freire, P. (2005). Pedagogy of the Oppressed (M. Bergman Ramos, Trans.; 30th Anniversary). The Continuum International Publishing Group Ltd. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf (Original work published 1970)
Halliwell, PHD Neuroscience, C. (2023, September 25). Building Brains Together: Truth and Reconciliation. Building Brains Together. https://www.buildingbrains.ca/blog/truth-and-reconciliation
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Holland, K. (2019, April 22). Amygdala hijack: When emotion takes over. Healthline. https://www.healthline.com/health/stress/amygdala-hijack
Howie, H., Rijal, C., & Ressler, K. (2019). A review of epigenetic contributions to post-traumatic stress disorder. Epigenetics, 21(4), 417–428. https://doi.org/10.31887/dcns.2019.21.4/kressler
Joy Degruy Leary, & Robinson, R. (2005). Post traumatic slave syndrome : America’s legacy of enduring injury and healing. Joy Degruy Publications Inc.
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Kwon, D. (2022). Borderline Personality Disorder May Be Rooted in Trauma. Scientific American, 326(1). https://doi.org/10.1038/scientificamerican0122-48
Lee, S. (2021, May 19). The Wisdom of Trauma – Dr. Gabor Maté. Dr. Gabor Maté. https://drgabormate.com/the-wisdom-of-trauma/
Marty, M. E., R Scott Appleby, & American Academy Of Arts And Sciences. (1991). The Fundamentalism project. University Of Chicago Press.
Maté, G. (2010). In the realm of hungry ghosts : close encounters with addiction. North Atlantic Books, Lyons, Colorado.
Merrick, M. T., Ford, D. C., Ports, K. A., Guinn, A. S., Chen, J., Klevens, J., Metzler, M., Jones, C. M., Simon, T. R., Daniel, V. M., Ottley, P., & Mercy, J. A. (2019). Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR. Morbidity and Mortality Weekly Report, 68(44), 999–1005. https://doi.org/10.15585/mmwr.mm6844e1
Nagoski, E., & Nagoski, A. (2019a). Burnout : the secret to unlocking the stress cycle. Ballantine Books.
NEA. (2023, September). Trauma-Informed Practices | NEA. Www.nea.org. https://www.nea.org/professional-excellence/student-engagement/tools-tips/trauma-informed-practices
OHSU. (2023, November 30). Trauma-Informed Educational Practices | OHSU. Www.ohsu.edu. https://www.ohsu.edu/education/trauma-informed-educational-practices
OSPI , & Center for Change in Transition Services. (2023). Transition Supports and Services: Summary for Students, Families, and Caregivers. Washington State Office for the Superintendent of Public Instruction. https://ospi.k12.wa.us/sites/default/files/2023-12/transition-supports-svcs-summary.pdf
OSPI – Washington State Office of the Superintendent of Public Instruction. (n.d.). Transition Services (Ages 16–21) | OSPI. Ospi.k12.Wa.us. Retrieved February 20, 2025, from https://ospi.k12.wa.us/student-success/special-education/family-engagement-and-guidance/transition-services-ages-16-21
Perry, A. (2019, January 17). Shaming students is keeping schools from teaching them. Brookings. https://www.brookings.edu/articles/shaming-students-is-keeping-schools-from-teaching-them/
Rollins School of Public Health. (2021). Trauma Informed Teaching. Emory.edu. https://sph.emory.edu/rollins-tlc/teach-learn-principles/trauma-informed-teaching/index.html
Schofield, T. J., Lee, R. D., & Merrick, M. T. (2013). Safe, Stable, Nurturing Relationships as a Moderator of Intergenerational Continuity of Child Maltreatment: A Meta-Analysis. Journal of Adolescent Health, 53(4), S32–S38. https://doi.org/10.1016/j.jadohealth.2013.05.004
Sparks, S. D. (2019, August 21). Some FAQs for Educators on Children’s Trauma. Education Week. https://www.edweek.org/leadership/some-faqs-for-educators-on-childrens-trauma/2019/08
Sullins, J., Turner, J., Kim, J., & Barber, S. (2024). Investigating the Impacts of Shame-Proneness on Students’ State Shame, Self-Regulation, and Learning. Education Sciences, 14(2), 138. https://doi.org/10.3390/educsci14020138
Superintendent for Public Instruction, & Sponsors: Wellman, Hunt, Kuderer, Nobles, Wilson, C. (2023, July 23). High school and beyond plans—Universal online platform. https://app.leg.wa.gov/RCW/default.aspx?cite=28A.230.215
University of Manitoba – //www.umanitoba.ca. (2023, November 28). The Truth About Trauma. Umanitoba.ca. https://news.umanitoba.ca/the-truth-about-trauma/ . Interview with Gabor Mate.
Wescott, Dr. P. (2024, June 23). Neural Education: The Transformative Power of Hope Molecules. Neural Education. https://www.neuraleducation.org/blog/the-transformative-power-of-hope-moleculesnbsp
Wittels Wachs, S. (2019, January 29). Trauma (with Dr. Gabor Maté) – Lemonada Media. Lemonada Media: Last Day Podcase. https://lemonadamedia.com/podcast/trauma-with-dr-gabor-mate/ . Also listen to the episode using whichever podcast app you prefer: https://open.spotify.com/episode/02g7MOfpU6YZJ17cbmdnBl.
Yehuda, R. (2022). How Parents’ Trauma Leaves Biological Traces in Children. Scientific American, 127(1), 50–50. https://doi.org/10.1038/scientificamerican0722-50
Yehuda, R., & Lehrner, A. (2018). Intergenerational transmission of trauma effects: Putative role of epigenetic mechanisms. World Psychiatry, 17(3), 243–257. https://doi.org/10.1002/wps.20568