Trauma can arise for multiple reasons, and this has the potential for huge repercussions throughout all areas of life. Children who have experienced trauma may crave security, to heal and recapture the foundations upon which they can move forward with their life.
The brain and nervous system can be hugely impacted by trauma, leaving a person with fundamental neurobiological changes, including:
- An altered stress response system
- A highly activated “fight-or-flight” response system
- Increased occurrence of emotional dysregulation
- Disrupted memory processing
- An altered nervous system response
Creating a nurturing and supportive environment for young people with trauma requires an understanding of how it impacts an individual. What does a child in this situation need? Or maybe it would make sense to ask, what is missing for this child?
It is most likely that a young person in this situation will be yearning for a wall of security around them. This would need to exist on both a physical and emotional level, as it is likely that both elements will have suffered consequences resulting from their experience.
How can we make a traumatised child feel safe? It is possible they may not have felt secure for some time, so they should be made aware that their space is protected, and the rug will not be pulled from under their feet. They will need acceptance, without judgment; a place where they can have a voice, no matter what they need to say.
As a child begins to feel the security of that environment, they can experience a world where trust exists, where they will be listened to, in a zone that is predictable and welcoming.
It’s fundamental that there is a sense of calm, via both verbal and non-verbal communication, that supports every individual’s turbulence and invites them to believe there is a way to steer their life back to a more stable place.
In order to help a young person learn to deal with their emotions, we could encourage:
- Talking
- Building friendships
- Using tools such as mindfulness
- Expressive arts such as drama, singing or creative writing
We could offer praise, encouraging them to communicate with others, to share positive experiences that validate the person they are beneath the trauma, to help them regain control over their life.
The healing process will not be instant; they may go two steps forward and one step back on a journey that requires time and commitment.
SEND tutor and specialist, Glynda has educated herself on the topic of trauma by reading research extensively and has delivered seminars to train teachers how to manage students who have suffered trauma.
Very recently, Glynda presented a forum for a group of teachers from Ukraine, who, since the start of the war with Russia in February 2022, have witnessed much trauma resulting from the devastation that has hit their country.
“When a person experiences trauma, their brain’s stress response system goes into overdrive, releasing hormones like cortisol and adrenaline,” explains Glynda. “As a result, the primitive brain takes over. The thinking brain cannot override this, and the individual can regularly experience the thoughts, feelings and behaviours of PTSD (Post Traumatic Stress Disorder).”
A situation of hyperarousal, emotional dysregulation and impaired memory/concentration can occur that can cause a series of behavioural, emotional and physical effects.
Glynda states that, “It’s crucial to remember these effects are not a sign of weakness or character flaw. They are the brain’s natural responses to overwhelming experiences. By understanding the neurobiological impact of trauma, we can approach students with compassion and provide the support they need to heal and thrive in the learning environment.”
- Behaviours that may materialise in the classroom could be:
- Difficulty with focus and attention
- Impaired memory and learning
- Anxiety, outbursts or withdrawal
- Impulsivity, aggression or defiance
- Social difficulties
Despite the adversity this can potentially cause, a brain that is traumatised can heal if a child is given an environment that is safe and supportive, amongst people who accept their needs. This can pave the way to start the healing process.
Glynda discusses the 3 R’s, a sequence identified by pioneering neuroscientist Bruce Perry, highlighting them as essential within the classroom to help a child with trauma heal:
“Children need to regulate, supported by routines, emotional stability and movement breaks. They need to relate, to build trust where they are listened to by teachers who show empathy and compassion. Lastly, there needs to be a place where they can reason, where they are presented with choices and cognitive support in a zone where collaboration is key.”
Traumatised young people should be gently encouraged to recognise the value of self-care, to learn to look after themselves and become aware when they need to reach out for emotional help.
Glynda sums up the main takeaways from her seminar, “Teaching in the midst of trauma requires a unique set of skills, and a deep understanding of the impact of adversity on learning. By adopting a trauma-informed approach, building trust with students, and prioritising your own well-being, you can create a powerful learning environment that fosters healing, resilience and growth.”
It is hoped that by creating a nurturing and supportive wall around traumatised young people, they will begin to believe their world can be compassionate and supportive and that there is a way through such challenging times.
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