TRAUMA IN

CHILDREN
IMPLICATIONS FOR
PROGRAMMING

WHAT IS TRAUMA?
Childhood exposure to interpersonal traumatic stressors is extremely common and has
been described as a silent epidemic (Kaffman, 2009, cited in DAndrea et. al, 2012)
https://www.youtube.com/watch?v=z8vZxDa2KPM

CLUSTER OF BEHAVIOURS

achievement below grade level

high rates of office referrals, suspensions,

expulsions

reading delays

language and verbal processing deficits

greater tendency to be misdiagnosed

decreased concentration

withdrawal, depression

difficulty with organization, problem-solving

and planning

jumpy or easily startled by sounds,

movements or unanticipated physical
contact

HIGHER LIKELIHOOD OF SEEING

THE FOLLOWING DIAGNOSES

ADHD, including inattention, difficulty with executive functioning and

sleeping disruptions

ODD

Conduct Disorder

emotional lability- resembles bipolar disorder but more rapidly fluctuating

aggressive behaviours

eating disorders or somatic (body) complaints

flat affect

self-harm

RECOMMENDATIONS FOR
EDUCATORS

Understand what trauma looks like in the classroom

and respond through compassion, not discipline

When appropriate, talk to parents and other

professionals working with the child

Work on becoming a trauma-informed school

(shared understanding among all staff)

provide consistency and stability in your students

(children with trauma histories have trouble
discriminating between safe and unsafe
environments)

avoid labeling children negatively - children with

complex trauma label themselves as bad or
crazy

be concrete (youre in the red zone, use XX

strategy now)

adapt assignments, tests, etc (reduce demand for

verbal processing, attention/memory, or other
lagging skills)

TAKE CARE OF YOURSELF (children with complex

trauma often have compromised attachment and
can be emotionally draining)

PROGRAMMING
CONSIDERATIONS

Must be preventative as
well as responsive

View of students behaviour

as defiant or willful will
have a detrimental effect
(on short- and long-term
basis)

Student may be defiant

because he/she lacks the
organization to carry out
strategies

**Sensitivity to the impact of staff responses on

student behaviour (verbal and non-verbal)

What do you sense from the student? Are you feeling

triggered?

Support for teacher/EA when the students behaviour

is challenging or confusing

Who is the students safe go-to person?

Is there a need for a safety plan?

Student needs to be regulated (at least yellow

moving to green) before consequences are
discussed

**When students stress increases, he/she will

access the trauma. Consider the impact of this.

PROGRAMMING TO INCLUDE
STRATEGIES FOR RESILIENCE

Zones of Regulation

Counselling groups

CICO

Predictable and effective reinforcement program

Quiet time, prayer

Frequent contact home (especially where attachment is at-risk)

Mobility breaks/physical activity

Social stories or buddy for peer modelling at first

Predicting potential triggers

SELF-CARE

Develop (and reliably use) a solid

classroom management plan

Manage time in order to feel less

rushed

Free your mind (take mental breaks,

reduce clutter)

Exercise

Dont skip lunch (or breakfast!)

Rest

Focus on routines

Find support

TABLE TALK: THINK OF A STUDENT IN YOUR

SCHOOL WHOM YOU SUSPECT (OR KNOW) HAS
BEEN IMPACTED BY INTERPERSONAL TRAUMA?
!

WHAT OUTWARD SIGNS DO YOU SEE AT

SCHOOL?