Trauma informed practice
It is estimated that a significant percentage of children and young people will experience at least one potentially traumatic event by the age of 16.
Definition
Trauma-informed practice does not mean that teachers are trained to treat trauma, but rather that they understand the wide-ranging impact that trauma can have on children, their development, their wellbeing, and their ability to succeed and thrive at school.
Relevance
Traumatic experiences in childhood can impact a child’s mental, physical, social, or emotional wellbeing and their ability to function in school and other settings. Exposure to trauma and adversity can have serious short- and long-term impacts for children and young people.
State of the evidence
Research is clear that exposure to trauma early in life can result in neurological, psychological, physical, social, and learning challenges across the lifespan. Recent research has also shown that, when teachers respond sensitively to the impact of trauma, it helps children better engage in school, gives them a sense of belonging, and helps to reduce disruptive behaviours.
In practice
It is important to ensure that teachers, leaders, and other school staff know about the prevalence and consequences of childhood trauma. The more that teachers know and understand about childhood trauma, the more confident and better equipped they are to appropriately support students who have experienced trauma.
Guiding questions
- How can we build teachers’ knowledge and understanding about childhood trauma?
- Do we have policies in place to support students who have experienced trauma?
- How can we support teachers to develop classroom practices that are responsive to students who have experienced trauma?
Trauma-informed practice in primary & secondary schools
Introducing trauma-informed approaches in schools
What is trauma-informed practice?
The key principles of trauma-informed practice, and why it is so important.
An introduction to trauma-informed practice for culturally and linguistically diverse groups
First Nations peoples and culturally and linguistically diverse (CALD) groups (including refugees) face unique issues and stressors that impact their emotions, learning, behaviour, and psychosocial health. Whilst it is important to acknowledge the resilience developed and demonstrated by people within these groups, it is pertinent to consider how this may impact how they experience their […]
Childhood trauma and its impact
An introduction to childhood trauma and the serious and lasting effects it can have.
Using trauma-informed practices to support neurodivergent students
Tami Harris of Acorn Neurodiversity explores how using a trauma-informed lens to support neurodivergent students in school settings can help teachers to mitigate challenges
Teachers supporting children, whānau, and communities post-disaster
Professor Carol Mutch (University of Auckland) shares her research from over 12 years of supporting schools through different disasters and crises both in Aotearoa and the wider Asia-Pacific
Trauma-aware and trauma-informed practice in schools
This webinar explores trauma-informed practice at primary and secondary school level, including the key principles, strategies, and common barriers and solutions.
How trauma-informed practices can support neurodivergent and trauma-affected students
Key insights from a webinar with Tami Harris from Acorn Neurodiversity.
The vital role of schools and teachers in helping communities respond to disasters
The key insights from our webinar with Carol Mutch on schools' responses to disasters and traumatic events.
Being trauma-informed and trauma-aware in schools
Key insights from our webinar with Emily Berger and Karen Martin on understanding trauma and adopting trauma-informed approaches in schools