Trauma is a nebulous, nonstatic presence; there are numerous circumstances which trauma can present itself and affects students in different ways. It is key to understand that any type of student can be a victim of trauma.
Learning Disability (LD) and trauma share similar symptoms such as feelings of fear and helplessness, increased level of stress, and less control over impulsivity; difficulties from LD and from Trauma can pile on each other and make things worse!
Males are more likely to be diagnosed with learning disabilities (LD) than females.
Although this could be due to preconceived notions of young male student behaviour and temperament; research shows that the general perception is that females need to show more evident signs of LD to be considered for diagnosis due to temperamental differences
Socioeconomic Status (SES) can result in traumatic experiences related to their home environment, such as lack of access to critical needs such as nourishment and exposure to the effects of substance abuse from parents or caregivers.
Refugees or International students can experience trauma due to sudden culture shock of moving to a new country, exclusion from the dominant minority group, or language barriers.
Support them directly, positively, and as soon as possible.
Ensure that a non-discriminatory standard in the classroom is established, and that the space will be safe and accommodating.
Encourage or stage an intervention for a positive association of self-acceptance within the learner.
Self-compassion is a buffer for negative experiences to let the student know they are not their trauma and it will not define them.
Acknowledge strategies that prove successful for the student in both managing the negative symptoms from their trauma; especially if they were the ones to develop it.
Advocate for the proper psychological care and attention sufferer's need in all of their contexts; home, school etc.
DON'TS
Assume that their difficulties retaining information, regulating their emotions or completing tasks is a lack of motivation on their part. This could not be further from the case!
Assume that a student's disability (if they have one) or outside factors such as SES are more important than their trauma.
Attempt to "romanticize" the trauma or make the ordeal seem like a large part of their life and actions; they will likely see the trauma through exponentially worse lens.
View accommodation for these students as a “negotiation process” for what is needed for them. Their trauma is something to be accommodated for and their recovery is to be prioritized, not put in a way that reads "what you want / what I want or expect."
Encourage negative thoughts about the future to them, such as difficulties in career prospects and personal hurdles resulting from their trauma.
Vogel, S. A. (1990). Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: A review of the literature. Journal of Learning Disabilities, 23(1), 44-52.
Willoughby, D., & Evans, A., (2019) Self-processes of acceptance, compassion, and regulation of learning in university students with learning disabilities and/or ADHD. Learning Disabilities Research & Practice, 34(4), 175-184. doi:10.1111/ldrp.12209
Yanchak, K. V., Lease, S. H., & Strauser, D. R. (2005). Relation of disability type and career thoughts to vocational identity. Rehabilitation Counseling Bulletin, 48(3), 130-138.