“The children who need love the most will always ask for it in the most unloving ways” -Russel Barkely……. The Trauma Informed Approach

Okay…. let’s be honest, we all have witnessed those “bad” kids who are continuously adding to the well known Teacher Headache. However, if we take a step back and look at the root of the problem, it is clear that there is something else feeding these negative interactions. Let’s take a look shall we….

 

Neurobiology of Trauma and Stress

We know that stress is a normal response to challenging life events. It can affect how a child’s brain develops. Positive Stress Response which is the normal part of healthy development in response to challenges such as attending a new school or taking a test. On the other hand, there is Tolerable Stress Response which is the results from more serious events such as a car accident and results in a greater activations of the body’s alert system.

Toxic Stress

Let me be the first to introduce to you a child’s worst nightmare. Toxic Stress….The Toxic Stress Response is when a child is expose to severe, frequent or prolonged trauma without the adequate support needed from trusted adult. Toxic Stress can actually damage the architecture of the developing brain.

Our bodies response goes to FLIGHT, FIGHT,FREEZE. When children are exposed to complex or acute trauma, the brain shifts its operation from development to stress response, which can have lasting repercussion.

Learning Brain & Survival Brain

The learning brain, is when the brain is open to learning new information, comfortable with ambiguity, as well as feeling calm, peaceful, ready to learn, and not scared to make mistakes.

In contrast, the survival brain is when the brain is focusing on constant threat, does not like ambiguity, as well as feeling panicky, obsessive, and does not like to make mistakes. Survival Brain always trumps Learning Brain. Students best learn when they feel like they are safe and supported by the adults around them.

“Downstairs Brain”

When a student is in Survival Mode, The Limbic Area of the Brain acts if it’s in danger, which then causes our brains switches to survival mode.

The Limbic Area is known as the “Downstairs Brain”, and one of its primary purposes is to regulate the downstairs brain to keep the brain online and to shift to survival mode only when absolutely necessary.

 

Trauma Sensitive Classroom

One of the most important things that we can do as teachers is to create a trauma sensitive classroom. One thing to note as a teacher who is dealing with a student or students who have suffered from trauma is that you do not have to mention trauma to be trauma- sensitive. You do have to engage children in noncoercive ways.

Teachers need to develop and sustain classroom environments that work with the brains plasticity or adaptability to enhance children’s development. These enriching practices begin with the teacher’s ability to foster positive relationships. I have hopes that with the connection between trauma informed and special education, I have a great desire to learn about way to effectively create an inclusive environment.

 

Until next time, happy blogging!

~Abby