Taking a Trauma-Sensitive Approach with Students and Families · Learn strategies for taking a trauma-sensitive approach with students and families. ... Cognitive development and

Presented by the New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS)with guest presenter: Elizabeth Russell, Orange-Ulster BOCES

Taking a Trauma-Sensitive Approach with Students and Families

Participants will:

Understand the connection between homelessness, trauma, and school success

Understand the definition of trauma and its impact on a person’s brain, body, and behavior

Become familiar with the concept of trauma-sensitivity

Learn strategies for taking a trauma-sensitive approach with students and families

Purpose

Outcomes for Students in Temporary Housing

School transfers are associated with: Negative Academic Outcomes:

Lower test scoresMore likely to repeat a grade Higher drop-out rate

Negative Social/Emotional Outcomes: Loss of supportive relationships Decreased engagement (high absenteeism) Increase in negative behaviors and disciplinary

actions

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Chronic Stress, Trauma, and School Success

UNSTABLE HOUSING

STRESS & TRAUMA

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CONSIDER THIS:

Alex is 6 years old and loves school. However, he has a difficult time playing with peers and sometimes “explodes” into a destructive rage in class.

Alex’s father was recently incarcerated and as a result, his mother couldn’t afford rent and they were evicted.

They moved in with a friend and Alex is sharing a bedroom with 3 other children.

The adults in the house throw frequent parties, during which Alex is exposed to drug use and threatening language. He is unable to sleep because of the noise and often goes to school with less than 5 hours of sleep.

Impact on learning

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Competition for energy and attention

Less available to learn and potentially more behavior challenges

STRESS & TRAUMA

Participants will:

Understand the connection between homelessness, trauma, and school success

Understand the definition of trauma and its impact on a person’s brain, body and behavior

Become familiar with the concept of trauma-sensitivity

Learn strategies for taking a trauma-sensitive approach with students and families

Purpose

When Stress Becomes Toxic

Everyone experiences stress. It is the level, frequency, and duration of stress that impacts a person’s ability to develop and function normally.

Positive Stress

Toxic Stress

Tolerable Stress

Brief increase in heart rate, mild elevations in stress hormone level.

Serious, temporary stress response, buffered by supportive relationships.

Prolonged activation of the stress response system and the absence of protective relationships.

Toxic stress and trauma encompass feelings of helplessness and terror that can have severe and long-lasting impact.

The Prevalence of Chronic Stress and Trauma

ACE = Adverse Childhood Experience

ACEs are chronically stressful or traumatic experiences including abuse, neglect, and/or family dysfunction.

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Impact of Toxic Stress and Trauma

NEGATIVE IMPACT ON:

Brain development in early childhood

Cognitive development and learning

Social and Emotional development

Attachment and trust with others

Physical health and development

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What is happening beneath the surface?

HealthyNervous System

Traumatized Nervous System

Resting

Elevated

Flooded

o Increased adrenaline (hormones)o Faster heart beato Higher blood pressure

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What can this look like school?

Seemingly common/non-threatening actions at school may be interpreted as a “threat” to someone whose nervous system is on “high alert” because of chronic stress or trauma.

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Physical Social/EmotionalLoud noises (students talking all at once, fire alarm, recess bell, a teacher yelling)

Threat of “calling mom” or “calling dad”

Touch (unexpected hand on the shoulder, a game with physical contact)

Change of schedule/plans (not knowing the daily routine, not being aware of a fire drill, new students or students who have suddenly left, substitute teacher)

Sensory overload (bright fluorescent gym lights, walls full of posters/art, navigating dismissal)

Being asked questions (may be see as intrusive or an act of power/authority)

Isolation (being sent out to the hallway, singled out by a teacher or peers)

Observing conflict (peer fights, power struggle b/w teacher and a student, disagreement b/w a parent and principal)

Participants will:

Understand the connection between homelessness, trauma, and school success

Understand the definition of trauma and its impact on a person’s brain, body and behavior

Become familiar with the concept of trauma-sensitivity

Learn strategies for taking a trauma-sensitive approach with students and families

Purpose

Addressing the Impact of Trauma through Sensitivity

Trauma Therapy Licensed clinical mental

health professional

Intervention occurs in a therapist/counselor’s office,usually in 1:1 or small group sessions

Focus is on treating the symptoms of trauma (e.g. depression, anxiety disorders, PTSD, etc.)

vs. Trauma Sensitivity Focus is THINKING AND RESPONDING

DIFFERENTLY to a student/family’s reactions and behaviors

Educators, district staff, and other individuals with varied mental health training (or none at all!)

Trauma-sensitive practices occur in the classroom enrollment office, bus, cafeteria, etc.

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WHAT DOES TRAUMA SENSITIVITY LOOK LIKE?

3 Essential Elements of Trauma-Sensitivity

• Addresses the feelings of helplessness and terror associated with trauma.

1. Safe and Supportive

Environment

• Addresses the feelings of isolation, blame, distrust, shame, etc. associated with trauma

2. Secure Attachment to a Nurturing Adult

• Addresses the “flooded” nervous system and lack of coping and self-soothing skills associated with trauma.

3. Opportunities to Strengthen

Non-Cognitive Skills

Trauma-Sensitive Supports

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1. A safe and supportive environment

2. Secure attachment toa nurturing adult

3. An opportunity to strengthennon-cognitive skills

School Success Framework

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Stress and trauma can make a student feel overwhelmed, unsafe, and unavailable to

learn.

Stress and Trauma

But, if the student has accessto 3 key supports…

…then the student will feel safer, more resilient, and more

available to learn.

School Success

Participants will:

Understand the connection between homelessness, trauma, and school success

Understand the definition of trauma and its impact on a person’s body and behavior

Become familiar with the concept of trauma-sensitivity

Learn how a trauma-sensitive approach is playing out in a local school district

Purpose

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Guest Presenter:

Elizabeth Russell, Orange-Ulster BOCES

Resources

Matrix of School Success Framework Strategies

**Many more resources are available on our website** https://nysteachs.org/topics/trauma-sensitive-strategies/

Navigating Difficult Conversations

Exposure to chronic stress and trauma can negatively impact a child’s ability to learn and affect them into adulthood. This is important given that nearly 2/3 of adults have experienced at least one adverse childhood experience (a.k.a. traumatic event).

Using a trauma-sensitive approach can help counteract some of the negative effects of exposure to chronic stress and trauma for both students and adults.

A trauma-sensitive approach can be used by anyone. It is about thinking and responding differently. You don’t have to be a clinician or mental health professional.

The three elements of a trauma-sensitive approach are 1) creating a safe and supportive environment,2) fostering secure attachments and 3) strengthening non-cognitive skills

Review/Summary

Next Steps

Familiarize yourself with both the School Success Framework Matrix and Navigating Difficult Conversations Tip Sheet(hint: print them out and have it posted near your work space)

Use at least one strategy during each interaction with a student/family in temporary housing(hint: if you are going into a stressful or potentially frustrating situation, try to identify a few strategies beforehand)

Facilitate knowledge building among others(hint(s): demonstrate through your own actions; insert trauma-sensitive language into advice you may give colleagues; provide a trauma-sensitivity training)

Upon returning to your work-day activities:

NYS-TEACHS800-388-2014 Email: [email protected]: www.nysteachs.org

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