Responding to Trauma through Policies that Create Supportive Learning Environments

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Trauma can significantly undermine a student ’s ability to learn and thrive in school . 2 Studies estimate that 45 percent of all children have experienced at least one adverse childhood experience , such as parental divorce, death , or incarceration; household mental illness or substance abuse; domestic violence; being a victim of violence or witnessing violence; or economic hardship .  

Moreover, this figure represents a conservative estimate, as measures of adverse childhood experiences do not include many potentially traumatic experiences in childhood , such as bullying; homelessness; community violence; human trafficking; natural disasters; war, terrorism , or political violence; and forced displacement. 4 Recent school shootings have raised questions about how school s can address the needs of children who witness or become victims of violence. Shifts in federal immigration policy have increased the prospect that children will be separated from their parents. 

 Widespread opioid addiction and overdosing mean greater numbers of children suffering from abuse and neglect and placement in foster car e . 7 Further, children from historically marginalized communities may have inter generational trauma due to extended and repeated experiences of discriminatory treatment and unequal access to public services.

With each additional adverse experience, children are at increased risk of experiencing trauma tic stress ; they may develop reactions that negatively affect their physical health, mental health, and academic development long after the event . 

 Research has long supported the critical roles that schools can and do play in supporting development beyond academic instruction . Schools have traditionally provided a safe haven where children build strong relationships with trusted adults who support their healthy development.  

 At the same time , the structures and expectations of school can be especially challenging for students who experience trauma tic stress, potentially making school a place that worsens students’ trauma symptoms ,or even re-traumatizes them. It is typical, for example, for many children to engage in disruptive or alarming behaviors, or to have difficulty paying attention in