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Presented by the New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS)
2.27.19
Trauma Sensitivity and
School Success
About Us
NYS-TEACHS
New York State Technical and Education Assistance Center for
Homeless Students
Funded by the New York State Education Department.
Provides technical assistance on homeless education issues.
Our core services include:
Hotline (800-388-2014)
Webinars, Annual Workshops, and On-Site Trainings
Outreach Materials
Website of Resources (www.nysteachs.org)
NYS-TEACHS - (800) 388-2014 2
Our staff of 7 is housed at Advocates
for Children of New York in NYC.• Arija
• Emily
• Gilma
• Jackie
• Jennifer
• Joao
• Michelle
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
Who is on the call? A. School Social Worker or
Counselor
B. District Liaison
C. Teacher or School
Administrator
D. Social Service Provider
E. Other
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Fewer than 10% of
children and youth have
experienced chronic
stress or trauma.
What do we already know?
A.True
B. False
5
Students who have
experienced chronic
stress and/or trauma
often act-out for no
reason.
What do we already know?
A.True
B. False
6
A stable relationship with
an adult at school can
help a student cope with
the negative effects of
trauma.
What do we already know?
A.True
B. False
7
A trauma-sensitive
approach should only be
taken with those students
who we KNOW have
experienced trauma.
What do we already know?
A.True
B. False
8
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 scores
More 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
NYS-TEACHS - (800) 388-2014 10
Chronic Stress, Trauma, and School Success
UNSTABLE
HOUSING
STRESS &
TRAUMA
NYS-TEACHS - (800) 388-2014
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 challengesSTRESS &
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.
ACEs are chronically stressful or traumatic experiences including abuse, neglect, and/or family dysfunction.
NYS-TEACHS - (800) 388-2014
Household Dysfunction
ACE = Adverse Childhood Experience
Abuse Neglect
- Exposure to
substance abuse
- Exposure to mental
illness
- Exposure to
domestic violence
- Incarcerated
Parent
- Divorce or parental
abandonment
- Physical abuse
- Emotional abuse
- Sexual abuse
- Physical
- Emotional
The Prevalence of Chronic Stress and Trauma
NYS-TEACHS - (800) 388-2014
25 %
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?
Healthy
Nervous
System
Traumatized
Nervous
System Resting
Elevated
Flooded
o Increased adrenaline (hormones)
o Faster heart beat
o Higher blood pressure
o Sleep disturbances
o Weakened immune system
NYS-TEACHS - (800) 388-2014
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/Emotional
Loud 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 VS.
A clinical intervention occurs in a therapist/counselor’s office,usually in 1:1 or small group sessions
Licensed clinical mentalhealth professional
Focus is on treating the symptoms of trauma(e.g. depression, anxiety disorders, PTSD, etc.)
NYS-TEACHS - (800) 388-2014 21
Trauma Sensitivity
An approach that involves
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!)
A trauma-sensitive approach can - and
should - take place everywhere (e.g. 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
NYS-TEACHS - (800) 388-2014
1. A safe and supportive environment
2. Secure attachment toa nurturing adult
3. An opportunity to strengthennon-cognitive skills
STRESS &
TRAUMASCHOOL
SUCCESS
Stress and trauma can make
a student feel overwhelmed, unsafe,
and unavailable to learn.
But, if the student has access
to 3 key supports…
…then he/she will feel safer,
more resilient, and more available
to learn.
1. 2. 3.
School Success Framework
NYS-TEACHS - (800) 388-2014
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
PHYSICAL EMOTIONAL SOCIAL
HOW? • Greet students at the door.
• Create a “calm-down” corner
that is bright, colorful, and full
of sensory toys.
• Give verbal
reassurance of safety.
HOW?• Actively listen and avoid
giving immediate advice.
• Normalize the student’s
reaction to an experience.
• Use a strengths-based
approach.
HOW?• Provide opportunities for young
students to learn about feelings
and how to name them.
• Practice partnership, not power;
Avoid power/control struggles.
• Institute a lunch buddy program.
Safe and Supportive Environment
Fostering Secure Attachments
HOW:
Be patient and consistent with students (Note: pay attention to your own self-care so that you have that patience to give).
Have a staff member at the front door to welcome students to school in the morning. Similarly, have a teacher stand at the classroom door during passing periods to welcome students into the classroom.
Be deliberate in your efforts to connect every student with at least one caring adult (e.g. lunch bunch groups, advisory groups, “champion model,” formal mentoring programs, etc.) .
WHY:Healthy attachments help children learn to…
• Regulate emotions and self-soothe (calm down).
• Develop trust in others.
• Understand that they can have an impact on their world.
NYS-TEACHS - (800) 388-2014
✓REMINDER: School stability is important!
Strengthening Non-Cognitive Skills
WHY:A student with a flooded nervous system may struggle to calm down,
concentrate, and/or participate in class.
Non-cognitive skills help students be available to learn by teaching them
how to cope, engage, and self-soothe.
HOW:
Help the student identify alarms/triggers and strategies.
(i.e. how do you handle a stressful situation. What does “calm down” look like?)
Help students identify and name feelings.
Praise effort, not just outcomes.
Focus on “should” rather than “should not.”
Show students where/how they have control.Photo credit: Healthy and Ready to Learn initiative at
Children’s Health Fund
“What Makes Me Afraid or Upset” – A Safety Plan
29
Resource Credit: Dr. Patricia Kerig, University of Utah, 2013
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Resource Credit: Dr. Patricia Kerig, University of Utah, 2013
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Resource Credit: Dr. Patricia Kerig, University of Utah, 2013
Resources
o Matrix of School Success Framework Strategies
o Meeting the Unique Learning Needs of Students
Exposed to Trauma
o Navigating Difficult Conversations
o Trauma-Sensitive Schools Resource of the Month
**Many more resources from NYS-TEACHS as well as external organizations are available on our website**
https://nysteachs.org/topics/trauma-sensitive-strategies/
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.
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 trauma-sensitivity are 1) creating a safe and supportive learning environment, 2) fostering
secure attachments and 3) strengthening non-cognitive skills
Review/Summary
Next Steps
Familiarize yourself with the School Success Framework matrix and other available
resources. (hint: print it out and have it posted near your work space)
Facilitate knowledge building among others. (hint: demonstrate through your own actions; insert
trauma-sensitive language into advice you may give colleagues; provide a trauma-sensitivity training)
Incorporate trauma-sensitivity into an already existing initiative/program in your
school/district. (hint: School Climate work, PBIS, Restorative Justice, etc.)
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)
Upon returning to your work-day activities:
NYS-TEACHS
800-388-2014
Email: [email protected]
Website: www.nysteachs.org
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