Trauma-Sensitive Schools: An Evidence-Based Approach.

Abstract

If 20 million people were infected by a virus that caused anxiety, impulsivity, aggression, sleep problems, depression, respiratory and heart problems, vulnerability to substance abuse, antisocial and criminal behavior, . . . and school failure, we would consider it an urgent public health crisis. Yet, in the United States alone, there are more than 20 million abused, neglected and traumatized children vulnerable to these problems. Our society has yet to recognize this epidemic, let alone develop an immunization strategy.(Perry, B. D., Child Trauma Academy, & Linkletter Media, 2003)Childhood trauma is a common and pervasive problem, affecting approximately two-thirds of Americans (Centers for Disease Control and Prevention [CDC], 2016). Trauma affects a person's quality of life across virtually all domains (Felitti et al., 1998). In the United States, 90 percent of students attend public schools; therefore, public schools are the ideal medium for comprehensive intervention (National Center for Education Statistics, 2015). As one widely cited study found, the majority of American children receive access to mental health services through the school system (Farmer, Burns, Phillips, Angold, & Costello, 2003; Ko et al., 2008). Additionally, most children remain in the public school system for thirteen crucial developmental years. This article will discuss the impact of trauma on children, as well as the approach to democratizing traumainformed care and current education policy, and will present a logic model for creating trauma-sensitive schools. The life span impacts of childhood trauma can be mitigated by creating a healthy school ecosystem that addresses the needs of the whole child.The Impact of TraumaStress can have a positive effect on the developing brain. If the stress that a child experiences is predictable, moderate, and controlled, then the child will likely develop resilience (Perry, 2007). However, if the stress is unpredictable, severe, and prolonged, the child will be likely to develop an acute vulnerability to the body's stress response (Center for Youth Wellness, 2014). Trauma is an extreme form of stress that affects the brain development of children. It can cause adverse reactions in all areas of life, including behavior and learning (Wolpow, Johnson, Hertel, & Kincaid, 2009). Simply stated, children experiencing high levels of toxic stress are unable to achieve their full academic potential. Studies demonstrate that, because the brain of a child is more malleable than that of an adult, excessive adversity changes the child's brain chemistry and structure (Center for Youth Wellness, 2014; Wolpow et al., 2009).There are three distinct types of trauma: acute, chronic, and complex (Department of Children and Families [DCF], 2012). Acute trauma refers to a single event, such as a natural disaster or a parent's suicide. Chronic trauma refers to repeated exposure to assaults on the mind or body, such as repeated sexual assaults or domestic violence. Complex trauma refers to exposure to chronic trauma, generally by the child's primary caregivers, and the impact of such exposure over time (DCF, 2012).The impact of trauma on the developing brain is significant and manifests differently during each stage of development. As people grow, their brains develop from the bottom up and inside out (Bloom, 2014). The central nervous system (CNS), which includes the brain and spinal cord, develops very early in utero through adulthood (Eliot, 2000). Although trauma has the potential to affect all parts of the CNS, some of the crucial structures directly affected by childhood trauma include the limbic system, midbrain, and cerebral cortex (Perry, 2002, 2006, 2007; Teicher, 2002; Teicher et al., 2010). For example, the limbic system, which regulates functions such as emotional control, heartbeat, and physical balance, is also responsible for the fight or flight response (Teicher, 2002). …

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