Rethinking Trauma-Informed Education: Emphasizing Healing and Equity

Part 3 of the Collective Care, Wellbeing, and Healing for Educators and Caregivers series

To read Part 1 of this series, click here: The Power of Collaborative Conversations

To read Part 2 of this series, click here: Responding to Crisis and Traumatic Events

Author's Note: I typically aim to write posts that can be read in 5 minutes or less, but this one will take a few extra minutes. If you're short for time, here are some shortcuts:

• I already know the basics about trauma and trauma-informed education; take me to the part where you ask us to re-think it.

• I already know about healing-centered engagement. Take me to the equity part.

• I'm a parent/caregiver. Tell me what I can do.

In the previous two posts, I’ve referenced trauma-informed practices. This is likely not the first time readers have encountered this term, particularly those in the field of education. In recent years, trauma-informed education has gained significant traction as schools recognize the profound impact trauma can have on students' academic performance and overall well-being. While the principles of trauma-informed care—such as creating safe environments and building strong relationships—are crucial, it's time to evolve our approach. We must incorporate a more robust focus on healing and equity to truly support all students.

Understanding Trauma

Before I jump into the shift I’m proposing, let’s do a quick overview of what I mean when I talk about trauma. One of the challenges is that there is no universally-agreed upon definition of trauma. In my work, I most often use the definition provided by SAMHSA (Substance Abuse and Mental Health Services Administration) which describes individual trauma as an event or circumstance resulting in physical harm, emotional harm, and/or life-threatening harm and that has lasting adverse effects on the individual's mental health, physical health, emotional health, social well-being, and/or spiritual well-being. 

The susceptibility of children to trauma varies due to a complex interplay of individual, familial, environmental, and societal factors. 

Individual Factors

1. Temperament: Children with a sensitive or less adaptable temperament may be more vulnerable to the effects of trauma.

2. Genetics and Biology: Genetic predispositions and biological factors, such as differences in brain chemistry and structure, can affect how a child responds to trauma.

3. Previous Trauma: A history of previous trauma can increase susceptibility, as it may lead to cumulative stress and weaken coping mechanisms.

4. Developmental Stage: Younger children, whose brains and coping mechanisms are still developing, may be more affected by trauma than older children.

Familial Factors

1. Parental Mental Health: Parents with untreated mental health issues may be less able to provide the stability and support their children need, increasing the child's vulnerability to trauma.

2. Family Dynamics: Dysfunctional family dynamics, including conflict, neglect, or abuse, can exacerbate the impact of traumatic events on children.

3. Attachment Style: Insecure attachment with caregivers can make children feel less safe and supported, heightening their susceptibility to trauma.

Environmental Factors

1. Social Support: Children with limited social support systems, including friends, extended family, and community resources, may have fewer resources to help them cope with trauma.

2. Living Conditions: Unsafe or unstable living conditions, such as poverty, housing instability, or residing in high-crime areas, can increase stress and vulnerability to trauma.

3. Exposure to Additional Stressors: Continuous exposure to additional stressors, such as bullying, discrimination, or witnessing violence, can compound the effects of trauma.

Societal Factors

1. Socioeconomic Status: Lower socioeconomic status often correlates with higher exposure to trauma and fewer resources for recovery.

2. Access to Services: Limited access to healthcare, mental health services, and educational support can hinder a child's ability to recover from trauma.

3. Cultural and Social Norms: Cultural stigmas surrounding mental health and trauma can prevent children and their families from seeking help.

Biological and Psychological Factors

1. Brain Development: Trauma can disrupt normal brain development in children, particularly in areas related to emotion regulation and stress response, making them more susceptible to the effects of trauma.

2. Stress Response Systems: Differences in the functioning of stress response systems, such as the hypothalamic-pituitary-adrenal (HPA) axis, can influence how a child reacts to and recovers from trauma.

Understanding the factors that can make a child prone to trauma can help caregivers, educators, and mental health professionals provide more effective support and interventions tailored to the needs of each child. Trauma-informed education is based on the idea that by addressing the root causes of trauma and providing a supportive environment, we can mitigate its impact and promote resilience in children.

The Limitations of Traditional Trauma-Informed Approaches

Traditional trauma-informed education often centers on understanding the effects of trauma and adjusting educational practices to accommodate traumatized students. This approach, while beneficial, has limitations. It can inadvertently pathologize students by focusing primarily on their trauma, rather than their resilience and capacity for growth. Additionally, it may not fully address the systemic inequalities that contribute to and exacerbate trauma.

The Problem with ACE Scores

Adverse Childhood Experiences (ACE) scores have been widely used to quantify the level of trauma an individual has experienced. While ACE scores have brought valuable attention to the impact of childhood trauma, they have significant limitations that undermine their reliability and usefulness in educational settings:

1. Oversimplification: ACE scores reduce complex trauma experiences to a numerical value, failing to capture the nuances and varying impacts of different traumatic events on individuals.

2. Lack of Context: The original ACE study did not account for socio-economic, cultural, and environmental factors that influence the prevalence and impact of trauma. This oversight can lead to a one-size-fits-all approach that does not consider the unique circumstances of each student.

3. Pathologizing Students: Focusing on ACE scores can lead to labeling and stigmatizing students based on their trauma histories, rather than viewing them through a strengths-based lens that recognizes their resilience and potential.
   

Shifting Towards Healing-Centered Engagement

To move beyond these limitations, educators need to adopt a healing-centered approach. Dr. Shawn Ginwright coined the term healing-centered engagement in 2018 (do yourself a favor and take 15 minutes to read this piece he wrote next). This paradigm shift emphasizes holistic healing rather than simply managing trauma symptoms. Healing-centered engagement recognizes the strength and agency of students and their communities, promoting their ability to heal and thrive.

Here are some key components of a healing-centered approach:

1. Holistic Well-being: Focus on the overall well-being of students, including physical, emotional, and social health. Encourage practices such as mindfulness, art, and physical activity that promote healing and resilience.

2. Strengths-Based Perspective: Highlight and build upon students' strengths and assets rather than centering solely on their trauma. This fosters a sense of empowerment and self-efficacy.

3. Cultural Sensitivity and Relevance: Incorporate culturally relevant pedagogy that respects and values students' backgrounds and experiences. This includes integrating diverse perspectives into the curriculum and being mindful of cultural nuances in trauma and healing.

Integrating Equity into Trauma-Informed Education

Equity must be at the forefront of any trauma-informed approach. This point is beautifully articulated in Alex Shevrin Venet’s book Equity-Centered Trauma-Informed Education. This book highlights the fact that trauma disproportionately affects marginalized communities due to systemic inequalities and historical injustices, and–more importantly–that schools often heighten inequities when implementing trauma-informed practices that are not based in equity. Check out a copy of Venet’s book wherever you buy or borrow, or listen to her guest episodes on podcasts here and here. To begin shifting to a equity-centered trauma-informed approach, educators should:

1. Acknowledge and Address Inequities: Understand and actively work to dismantle the systemic barriers that contribute to trauma. This includes recognizing the impact of racism, poverty, and other forms of discrimination on students' lives.

2. Create Inclusive Environments: Foster inclusive school climates where all students feel valued and respected. This involves not only policies and practices that promote diversity and inclusion but also a school culture that celebrates differences and affirms the intersectional identities of staff, students, and their families.

3. Provide Equitable Resources and Support: Ensure that all students have access to the resources and support they need to succeed. This may involve advocating for additional funding, providing targeted interventions, and creating partnerships with community organizations.

What Parents Can Do

Parents and caregivers can work to instill and foster protective factors in children. Protective factors for trauma in early childhood are conditions or attributes that can mitigate or buffer against the negative impact of trauma, promoting resilience and healthy development. Some factors that contribute to trauma susceptibility may be outside of parental control, particularly for families who experience poverty, housing, or food insecurity, or who suffer from generational trauma, discrimination, or mental health challenges. As a result, not all of the protective factors below are equally accessible for all caregivers, usually through no fault of their own. The source list at the bottom of this page is a great place to start when searching for additional information, support, and resources. 

Individual Protective Factors

1. Positive Temperament: Children with an easygoing and adaptable temperament are often better able to cope with stress and trauma.

2. Self-Regulation Skills: The ability to manage emotions and behaviors in a healthy way helps children navigate challenging situations.

3. Cognitive Skills: Strong problem-solving and cognitive skills enable children to understand and manage their experiences more effectively.

4. Sense of Self-Efficacy: A belief in their ability to influence events and outcomes in their lives can foster resilience.

Family Protective Factors

1. Secure Attachment: A strong, positive bond with a primary caregiver provides a sense of security and trust.

2. Parental Resilience: Parents who can cope effectively with stress and adversity model healthy behaviors for their children.

3. Consistent and Responsive Parenting: Caregivers who are consistently available and responsive to a child’s needs create a stable and supportive environment.

4. Positive Family Climate: A nurturing, supportive, and structured home environment contributes to a child’s sense of safety and well-being.

Social and Community Protective Factors

1. Supportive Relationships: Positive relationships with extended family members, teachers, and peers can provide additional emotional support and stability.

2. Community Resources: Access to community services such as healthcare, mental health services, and early childhood education programs supports overall well-being.

3. Safe Neighborhoods: Living in a safe, stable, and supportive community reduces the exposure to additional stressors and trauma.

4. Quality Childcare and Education: High-quality early childhood education and care environments that are nurturing, stimulating, and responsive to children’s needs can enhance development and resilience.

Societal Protective Factors

1. Policies and Programs: Supportive policies and programs that promote family stability, access to healthcare, and early intervention services help create a protective environment for children.

2. Cultural and Social Norms: Societal attitudes that promote the well-being of children and families and support healthy development contribute to resilience.

Protective factors play a particularly important role during early childhood to buffer the effects of trauma and foster resilience that can serve young people later in life. By nurturing these protective factors at the individual, family, community, and societal levels, we can help children build the skills and support networks they need to thrive despite adversity. Parents, caregivers, educators, and policymakers all have important roles to play in creating environments that support and enhance these protective factors.

Parents and caregivers also play a crucial role in supporting their children's healing and fostering equity beyond early childhood. Here are some ways parents can contribute once their children are school-aged:

1. Educate Themselves: Parents should learn about trauma-informed and healing-centered approaches. Understanding these concepts can help parents better support their children and advocate for necessary changes in their schools.

2. Foster Open Communication: Create a home environment where children feel safe to express their feelings and experiences. Open, honest communication helps children process their emotions and feel supported.

3. Advocate for Equity: Parents can advocate for equitable resources and support within their children's schools. This includes pushing for policies and practices that address systemic inequalities and promote inclusive, supportive environments.

4. Promote Holistic Well-being: Encourage activities that support holistic well-being, such as physical exercise, creative arts, and mindfulness practices. These activities can help children build resilience and cope with stress.

5. Model Strengths-Based Approaches: Focus on your child's strengths and celebrate their achievements. Highlighting their resilience and capabilities fosters a positive self-image and encourages them to see themselves as more than their trauma.

By rethinking trauma-informed education to include more focus on healing and equity, we can create a more supportive and empowering environment for all students. This shift requires a commitment to understanding and addressing the root causes of trauma and inequity, while also fostering the resilience and strength of our students. As educators and caregivers, it is our responsibility to lead this transformation and ensure that every student has the opportunity to heal, grow, and thrive.

This concludes the Collective Care, Wellbeing, and Healing for Educators and Caregivers series. Here is a reminder of your action items if you feel so inclined:

1. Join us! Follow Knowledge Exchange Network on social media, subscribe to this blog at the bottom of this page, or add a comment to engage with others and keep the conversation going.

2. Learn more about Healing-Centered Engagement by reading Dr. Shawn Ginwright’s article.

3. Read or listen to Alex Shevrin Venet to learn more about Equity-Centered Trauma-Informed Education.

Sources:

National Child Traumatic Stress Network (NCTSN)

• Understanding Child Trauma

Centers for Disease Control and Prevention (CDC)

• Adverse Childhood Experiences (ACEs)

American Psychological Association (APA)

• Children and Trauma

Harvard University Center on the Developing Child

• InBrief: The Impact of Early Adversity on Children’s Development

Substance Abuse and Mental Health Services Administration (SAMHSA)

• Risk and Protective Factors

Child Welfare Information Gateway

• Protective Factors Approaches in Child Welfare