What is trauma?

Trauma is a response to an event or events that have been so frightening they have overwhelmed our ability to cope and evoked an alarm reaction. It is described by Dr Bruce Perry as ‘a psychologically distressing event that is outside the range of usual human experience, often involving a feeling of intense fear or helplessness’.

Acute or simple trauma results from a single overwhelming event. Even though this kind of trauma accounts for a small percentage of that experienced by children, it is often given much attention in the media and could include natural disasters like earthquakes or unexplained random acts of violence.

Far more prevalent is complex or developmental trauma, which is caused by continuing exposure to fear and helplessness such as that caused by physical, sexual or emotional abuse, abandonment and neglect. These interpersonal traumas, which often involve betrayal by one of the primary caregivers, are likely to have a more profound effect than impersonal ones.

Children are more vulnerable to trauma than adults: if they have experienced trauma in early childhood, they will often experience difficulties that will continue throughout their lives.

Resilience

Not all children who have experienced trauma will have difficulties in the classroom and later life because some will have existing resilience factors such as personality and intelligence. Trauma also affects children differently at different ages and the impact will vary depending on the degree and persistence of the event, the reactions of the caregivers of the child, and the comfort and safety provided to the victim in the aftermath. Siblings who have experienced the same traumatic event and received the same family support may have different responses to the trauma.

The impact of trauma on learning

Children are more vulnerable to trauma than adults: if they have experienced trauma in early childhood, they will often experience difficulties that will continue throughout their lives.

Difficulty in regulating emotions is common amongst traumatised children and can cause many problems within the school setting. They may become aggressive or withdrawn; they could be impulsive, choose not to conform to social norms, and they may find it difficult to read the emotional signals from others.

Peer relationships will be affected as they may not conform to usual relationship rules such as sharing and turn-taking. Other children will find their controlling and aggressive behaviour difficult and gradually withdraw their friendship.

Their ability to concentrate and focus is often impaired. For many of these children, their survival has depended on reading the mood of the adult who is in charge, and those who appear inattentive in the classroom may actually be trying to interpret the mood of the teacher. Trauma also diminishes the capacity of the child to listen and retain information, to understand complex concepts and express ideas and thoughts.

Many children who are traumatised experience ‘flashbacks’ to the traumatic event. The brain stores numerous elements of the trauma in its memory and the trauma will be relived if just a few of these are present together again. For instance, a teacher towering over a student, shouting and with their fists clenched might replicate a child’s abuser.

Sleep disturbance is common in traumatised children and they may not have the ability to ‘self-soothe’ if they have not been given support and comfort in early childhood.

As children get older they may seek to establish control and gain relief from their emotional turmoil, often turning to alcohol or drugs and engaging in self-harming behaviours.

The behaviours presented by the traumatised child often lead to diagnoses such as attention deficit hyperactivity disorder (ADHD), oppositional defiance disorder or separation anxiety.

Helping the traumatised child to learn

Understand the child’s behaviour

These children are not choosing to be ‘naughty’; they need to feel that they are valued and understood. Learn the history of the child and empathise but do not pity. Try to understand the emotion behind the behaviour rather than focusing on the behaviour itself.

Be predictable and consistent

Consistency in routines and your responses to their behaviour is essential for these children who have little internal structure. Boundaries and rules must be clear and offered in a variety of ways, for example visually, orally and in writing. Transitions will be difficult and the child should be warned of any changes to normal routines, such as if a lesson will be taken by a supply teacher.

Develop positive relationships

This is essential to the recovery of the traumatised child. Model how to resolve conflicts appropriately and calmly, and always look to repair the relationship after a sanction has been used. Build on the positive, find the child’s strength or area of expertise and use this to develop the learning process.

Provide an element of control

Often, children who have experienced trauma will seek to gain control in any way they can. By getting you to lose your temper they have gained control of your emotions, so calmness is important. Provide them with this control by offering choices when possible. For example, the child could choose the order in which a number of tasks can be completed or where to sit to complete a task.

Attention-needing, not attention-seeking

The need to know that someone cares about us and thinks about us is important to all humans. The traumatised child also needs to know that you are ‘keeping them in mind’. If you are ignoring attention-seeking behaviours, you must counterbalance this by giving attention when the appropriate behaviours are being displayed. Avoid removing them from the classroom for inappropriate behaviour as this will be seen as rejection.

Remain the ‘adult in charge’

A traumatised child can often be bossy and controlling. Remain the decision-maker and in group work assign the child a particular role to avoid domination of the group

Provide a safe environment

It is important that the traumatised child feels physically and emotionally safe. Always enforce the school policies regarding bullying and aggression.

Schools play a central role in ensuring the traumatised child has a nurturing and protective environment. However, the impact this has on individual teachers can be huge and support structures should be in place for providing supervision in this respect.

References

• Cook, A., Blaustein, M., Spinazzola, J., van der Kolk, B.A. (eds) (2003) Complex Trauma in Children and Adolescents. National Child Traumatic Stress Network (USA)
• Downey, L. (2007) Calmer Classrooms. A Guide to Working with Traumatised Children. State Government of Victoria, Australia
• Herman, J. (1992) Trauma and Recovery: The aftermath of violence – from domestic abuse to political terror. Perseus, New York
• Perry, B. (2003) Effects of Traumatic Events on Children. An Introduction.  Child Trauma Academy
• Perry, B. (2006) Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children. The Guilford Press, New York
• van der Kolk, B.A., McFarlane, A.C., Weisaeth, L. (eds) (1996) Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society. The Guilford Press, New York