RUNNING HEADER: Teaching Students Facing Trauma

Ann-Alyse Kebler

Dr. Love

EDEC 4010

26 November 2018
RUNNING HEADER: Teaching Students Facing Trauma

The world that a child lives outside of the classroom will affect the child’s life inside

those four walls. There is a large percentage rate in this country of children struggling with

trauma from experiences that they have lived through. Trauma can be defined as, “. . . a reaction

to extremely stressful life circumstances,” (Wright, 2014, 88). Life events that cause trauma can

leave a child with uncertainty and fear. As educators, people must understand their students and

their trauma in order to teach them in the most effective way possible. It is important as adults

and educators to notice these situations and its effects in order to better understand a child.

The events in a child’s life affect the way that child will grow and develop. Today, many

children are undergoing traumatic events that affect the way that they will learn and behave in

schools and in daily life. According to one study, about 47% of children in the United States

have endured adverse childhood experiences, these experiences include “abuse or neglect, the

death of a parent, or witnessing community violence in school or in the neighborhood,” (Acosta,

2018, 1). This implies that almost half of children in this country have witnessed an event that

could significantly impact their lives and their academic success. It is important for educators to

understand the epidemic of trauma in order to work with children experiencing effects of this and

to move towards treating these lasting effects.

Elementary school teachers, as well as all educators, need to be advocates for their

students. This is especially crucial for students who are undergoing traumatic stress or traumatic

life events. These student might need more attention or more support in the classroom, and

educators need to take into account these factors. Children who are facing trauma will need

academic support in times of traumatic stress. One source says, “Not surprisingly, traumatic

experiences can negatively impact these [learning] skills by undermining language learning and
RUNNING HEADER: Teaching Students Facing Trauma

vocabulary development and by compromising the ability to complete learning tasks, making it

difficult to organize and remember new information,” (Wright, 2014, 92) . Setbacks from

traumatic events can negatively impact a child’s future schooling as they grow up if they are not

fully supported in school at the time of the event. If educators truly take students’ lives outside of

their classroom into account, this can help to support a child in need.

One of the ways that a teacher can help to support children experiencing trauma is to be

as approachable as possible. One journal mentions, “As children who have experienced trauma

become more trusting, they frequently become more outwardly focused and less temperamental,

and they demonstrate more positive emotions,” (Wright, 2014, 91). It is important that a teacher

fosters positive relationships between themselves and their students because it positively impacts

the student. One should work to be an adult figure within students’ lives that their students feel

they can trust, especially if that is something they are lacking. Children with a role model or

trusted adult figure can work with this individual in order to become less distrusting and a more

socialized individual.

Another way to help children in the classroom is to create a welcoming and loving

environment within it that fosters relationships among students. It is crucial to create a classroom

that encourages thinking, sharing, and support for the students inside of it. In order for students

to feel safe and secure they need this type of space to learn and grow in. Teachers can do this by

giving opportunities for students to play and work both individually and within groups, teaching

and modeling ways of conflict resolution, and praising students when their do positively

socialize with their peers (Wright, 2014, 91). A teacher should model situations of positive

social interaction in order to help students understand how to treat one another in class. Helping
RUNNING HEADER: Teaching Students Facing Trauma

students with trauma learn how to communicate and trust their peers can be another step taken

towards recovery. These social skills will be carried with them through their adult lives as well.

Also, as an educator one should want to be as understanding of student lives as possible.

One resource says, “We don’t always know what our students and their families are

experiencing. There are times when plates are full and patience and careful thought are hard to

access,” (Smithgall, 2017, 36). These means that teachers need to understanding with their

students at all times. It is important to take into account what is happening to a child outside the

classroom in order to fully understand their behavior within the classroom. Children

experiencing trauma may need teachers to be more supportive and consistent in order to feel safe

and secure; this is a step that teachers can take to improve the classroom life of a traumatized

student. It is crucial that one realize the influence that trauma has on a child, and understand how

this will affect the child and the way they will perform in a classroom.

Yet another way one can work to be an effective teacher to these students facing trauma

is to work to remain educated on the subject. There are many warning signs of trauma or post

traumatic stress such as, being withdrawn, anxiety, verbal abuse, aggressiveness, low self

confidence, etc. (Wright, 2014, 90). If the teachers are educated in this field, they can better

identify students that are in this time of crisis. Being educated in this field will help educators

have a better understanding of what the student is experiencing, as well as giving them the tools

to effectively handle the situation.

In order to be educated in this field a teacher will need many resources. Resources such

as current events on trauma, much like the ones listed within this website, can help to keep

teacher up to date on the trauma epidemic within this country and the world. Scholarly articles
RUNNING HEADER: Teaching Students Facing Trauma

written by professionals who have researched and worked with people facing trauma can be very

educational. Finally, It is important to know and research the organizations that can provide

professionals and other resources such as books and classes that can be helpful in learning what

the child is going through and the best way to handle these events. All of these resources,

particularly some of the ones listed in this website, can be useful tools in working with and

alongside children experiencing trauma.

In conclusion, trauma is an epidemic in this country, and the children experiencing this

truma are showing adverse effects of these It is important for educators to understand this and to

witness signs of trauma within their students. This can help them to better educate and

understand a child’s behavior. It is also crucial for teachers to establish ways to help these

children within their classroom to inspire them to reach academic success.

RUNNING HEADER: Teaching Students Facing Trauma

Resources

Acosta, O., & Ellis, W. (2018, June 20). Student Trauma Is Widespread. Schools Don't Have to

Go It Alone.Retrieved December 3, 2018, from

https://www.edweek.org/ew/articles/2018/02/26/student-trauma-

​ is-widespread-schools-dont-have-to-go-alone.html

Smithgall, C., Cusick, G., & Griffin, G. (2013). Responding to Students Affected by Trauma:

Collaboration Across

​ Public Systems. ​Family Court Review,51(​ 3), 401-408. doi:10.1111/fcre.12036

Wright Travis, & Ryan Sharon K. (2014). Toddlers Through Primary Grades : Too Scared to

Learn: Teaching Young Children Who have Experienced Trauma. ​YC Young Children,​

(5), 88. Retrieved from

http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direc

t=true&db=edsjsr&AN=edsjsr.ycyoungchildren.69.5.88&site=eds-live