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What is trauma? Trauma is an experiences that causes a physical and psychological reactions that lead to adverse effect on functioning and well-being.
The environmental factors can include:
Abuse (sexual, physical, mental, neglect)
Witnessing or partaking in violence (ex: gang activity, war, abuse)
Experiencing or witnessing natural disasters ( ex.hurricanes, tornadoes, flooding)
Loss of loved ones or illness (either in loved ones or self)
It is important to remainder you want to have positive interactions with the child and become the reinforcer.
How Trauma Presents in Children
How Trauma Presents in Children
School age (4-10)
School age (4-10)
Emotional Distress: Excessive crying, irritability, mood swings, fearfulness, and withdrawal.
Behavioral Changes: Aggression, impulsivity, difficulty with transitions, increased separation anxiety, and avoidance of certain situations or places, excessive crying, withdrawal
Cognitive Difficulties: Trouble focusing, memory problems, and learning difficulties in school.
Physical Symptoms: Headaches, stomachaches, changes in appetite, and sleep disturbances.
Regressive Behaviors: Bedwetting, thumb-sucking, and increased dependence on caregivers. (behaviors from the past that where not longer present)
Re-experiencing the Trauma: Flashbacks, nightmares, and repetitive play that reenacts the traumatic event.
Hypervigilance: Increased alertness, sensitivity to surroundings, and a heightened sense of fear.
Self-destructive Behaviors: Engaging in risky behaviors or self-harm
Preteen (10-13)
Preteen (10-13)
Emotional upset: Preteens may experience strong emotions like sadness, anger, anxiety, and guilt, often overreacting to minor irritations.
Disturbed sleep patterns: Difficulty falling asleep, staying asleep, falling asleep during class, or experiencing nightmares are common.
Withdrawal from family and friends: They may isolate themselves or avoid activities they used to enjoy.
Changes in eating habits: Some may eat more or less than usual.
Difficulty concentrating and completing tasks: This can affect their schoolwork and daily activities.
Increased irritability, anger, or aggression: They may have more frequent outbursts or become easily agitated.
Re-experiencing the trauma: This can include intrusive thoughts, flashbacks, or nightmares related to the traumatic event.
Avoidance of reminders of the trauma: They may try to avoid places, people, or situations that trigger memories of the event.
Teen (13-18)
Teen (13-18)
Emotional changes Sudden and extreme changes in mood, including irritability, anger, anxiety, or fearfulness, lack of emotional response. Anxiety and panic attacks (experiencing excessive worry, fear, and physical symptoms like rapid heartbeat or difficulty breathing).
Behavioral Changes: Social withdrawal, avoiding friends, family, and social activities, Loss of interest, increased aggression, risk-taking behaviors, engaging in self-harm or other behaviors that put their well-being at risk, substance use, academic problems, avoiding places, people, or situations that remind them of the traumatic event.
Physical Symptoms: Sleep disturbances (including falling asleep in class or after a tantrum/meltdown, Headaches, stomachaches, unexplained aches and pains, and fatigue, changes in appetite, being overly alert and easily startled.
Depression and hopelessness: Trauma can contribute to feelings of depression, hopelessness, and even suicidal thoughts.
Trauma & Behavior Video Series
Trauma & Behavior Video Series
Family & Children’s Resource Program UNC School of Social Work
Family & Children’s Resource Program UNC School of Social Work
Trauma and Behavior Part 1: "How Trauma Affects the Brain"
Laura Phipps breaks down how trauma impacts brain development and how those changes can show up in children’s behavior at school and home.
Trauma and Behavior Part 2: "Why the Cookbook Approach Doesn’t Work"
This video explores why one-size-fits-all behavior strategies often fall short for students with trauma histories and what to consider instead.
Trauma and Behavior Part 3: "The Importance of Relationship"
Laura Phipps highlights why strong, trusting relationships are essential for behavior change—and shares simple ways adults can build that connection.
Trauma and Behavior Part 4: "Advice for Struggling Caregivers"
This video offers practical advice and encouragement for caregivers navigating challenging behaviors rooted in trauma.
Downloadable Guide from the Institute of Education Sciences
Downloadable Guide from the Institute of Education Sciences
Trauma Strategies for Teachers
Trauma Strategies for Teachers
Relationship, Routine, & Regulation
Relationship, Routine, & Regulation
Building
Trust
Building
Trust
Strong, trusting relationships are the foundation of a trauma-informed classroom. Spend time getting to know your students, listen without judgment, and show consistency and care. A student who feels safe with you is more likely to engage and grow.
Predictabe
Environment
Predictabe
Environment
Trauma can make students feel out of control. Predictable routines and clear expectations help create a sense of safety. Stick to a daily schedule when possible, and prepare students for changes ahead of time to reduce anxiety.
Teaching
Self-Regulation
Teaching
Self-Regulation
Students who have experienced trauma may struggle to manage emotions. Teach calming strategies like breathing, movement breaks, or quiet time, and model them yourself. Regular practice helps students learn how to respond to big feelings in healthy ways.
Building Trust
Building Trust
Not all is lost! It may seem like you are taking more steps backwards then forwards. That is okay! Building trust and becoming a positive reinforcer for the child takes time.
Prioritize relationships: Connect through small moments—greetings at the door, check-ins, shared jokes, and conversations about interests.
Be consistent and dependable: Follow through with what you say and maintain clear expectations so students know what to expect from you.
Pair yourself with positive experiences: Spend time doing things the student enjoys (games, drawing, reading) to associate yourself with comfort and safety.
How Can You Build Trust?
Building trust starts with building rapport, connecting with your student through positive, supportive interactions by joining them in activities they enjoy. One effective way to build that rapport is through pairing, which involves spending time with the child in their preferred environment and engaging in activities they find fun and meaningful.
Pairing can look like playing board games, coloring, reading a story, eating a snack, having a dance party, or engaging in imaginary play with them.
Through these moments, you’re not only building a relationship, but also becoming a source of positive reinforcement. When students associate you with good experiences, they’re more likely to engage and respond to your guidance.
Keep in mind, many of our students are doing the best they can. Some may return home to situations where their needs aren’t consistently met. Your time with them might be one of the few moments in the day when they feel safe, supported, and seen.
Tools for Self-Regualtion
Tools for Self-Regualtion
Just like reading or math, self-regulation is a skill that must be taught and practiced. Students who’ve experienced trauma may need extra support learning how to recognize and manage their emotions. Incorporating tools like Zones of Regulation (low cost), The Incredible 5-Point Scale (low cost), Harmony SEL (free), and Be Good People (free) can provide structured, student-friendly ways to build these critical skills over time.
Teach regulation skills explicitly: Just like academics, self-regulation must be taught and practiced regularly.
Use visual tools: Programs like Zones of Regulation, The Incredible 5-Point Scale, and Harmony SEL help students identify and manage their emotions.
Model and practice daily: Use role-playing, calm-down corners, and guided breathing to give students chances to practice coping strategies.
Validate feelings: Acknowledge emotions without judgment to help students feel understood and build emotional awareness.
Zones of Regulation
Zones of Regulation
The Zones of Regulation is a framework that helps students understand and manage their emotions by grouping feelings and states of alertness into four colored zones. It teaches students to identify how they feel and use tools to get back to a zone that’s appropriate for the situation.
Uses color zones to help students recognize emotional states.
Builds shared language for talking about feelings in the classroom.
Supports self-regulation through visual cues and coping strategies.
Incredible 5-Point Scale
Incredible 5-Point Scale
The Incredible 5-Point Scale is a simple visual tool that helps students better understand and manage their emotions and behaviors. By breaking feelings or reactions into five clear levels, it gives students a concrete way to recognize how they’re feeling and what they can do to stay in control.
Helps students recognize and name their emotions using a simple 1–5 scale.
Provides a visual guide to match feelings with calming strategies.
Builds self-regulation skills, especially for students with trauma who may struggle to identify or manage big emotions.
Predictable Environment
Predictable Environment
A predictable classroom environment helps students feel safe and secure—especially those impacted by trauma. Consistent routines, clear expectations, and reliable transitions reduce uncertainty and anxiety, making it easier for students to focus, connect, and thrive. Predictability builds trust and gives students a sense of control in their day.
Establish consistent routines: Use a predictable daily schedule with clear beginnings and endings to reduce anxiety and build trust.
Post visual schedules: Display a visual schedule at students’ eye level and refer to it throughout the day to support transitions.
Give advance notice of changes: When the schedule needs to change, prepare students ahead of time using verbal and visual cues.
Use consistent language and cues: Develop common phrases and signals for routines like cleanup, transitions, or quiet time to increase clarity and comfort.
Create clear expectations: Teach, model, and review behavior expectations regularly so students know what is expected in each setting.
Provide structure with flexibility: Stick to routines when possible, but allow flexibility and choice within that structure to support autonomy and reduce stress.
Use transitional supports: Incorporate timers, songs, or countdowns to help students shift from one activity to the next more smoothly.
Maintain a calm and organized space: A clutter-free, thoughtfully arranged environment can promote a sense of safety and reduce overstimulation.
The Impact of Trauma on Learning Video Series
The Impact of Trauma on Learning Video Series
Trauma and Learning Policy Initiative (TLPI)
Trauma and Learning Policy Initiative (TLPI)
A collaboration of Massachusetts Advocates for Children and Harvard Law School
A collaboration of Massachusetts Advocates for Children and Harvard Law School
Academics
Academics
This video explores how trauma can significantly impact a student’s ability to focus, process information, and engage in learning, highlighting the academic struggles many traumatized students face in school.
Behavior
Behavior
This video focuses on how trauma often shows up as disruptive or withdrawn behavior in the classroom, emphasizing the importance of understanding these behaviors through a trauma-informed lens.
Relationships
Relationships
This video highlights how trauma can affect a student’s ability to form trusting relationships, and explains how building strong, supportive connections within a trauma-sensitive school environment can foster healing and growth.
Additional Resources:
Additional Resources:
TN Dept of Education Trauma Resources for Teachers: https://www.tn.gov/education/districts/health-and-safety/school-based-mental-health-supports/trauma-informed-schools/teachers.html
Child Trauma Toolkit for Educators: https://www.nctsn.org/resources/child-trauma-toolkit-educators
Creating Trauma Sensitive Classrooms: https://www.naeyc.org/resources/pubs/yc/may2015/trauma-sensitive-classrooms
Free template for visual schedule: https://www.teacherspayteachers.com/browse?search=free%20visual%20schedule&gad
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Let's think about what the student loves the most. Understanding preferences, like favorite activities, items, people, or topics, can be a powerful tool for building rapport and motivating positive behavior.
Let's think about what the student loves the most. Understanding preferences, like favorite activities, items, people, or topics, can be a powerful tool for building rapport and motivating positive behavior.
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