Running head: ADDRESSING CHILDHOOD TRAUMA

Addressing Childhood Trauma in the Classroom

Katelyn Hanrahan
Arizona State University

ADDRESSING CHILDHOOD TRAUMA

Addressing Childhood Trauma in the Classroom

By
Katelyn Hanrahan

APPROVED:
Margo Dahlstrom

Director

Michael Kelley

Second Committee Member

ADDRESSING CHILDHOOD TRAUMA

Abstract
Over the past few years, the issue of childhood trauma in the United States has become
significant. A growing number of children are experiencing abuse, neglect, or some other form
of maltreatment each year. Considering the stressful home lives of maltreated children, the one
sure sanctuary is school. However, this idea requires teachers to be actively involved in

identifying and caring for the children who need it most. Traumatic childhood experiences leave
lasting scars on its victims, so it is helpful if teachers learn how to identify and support children
who have lived through them. It is unfortunate that teachers will most likely encounter children
throughout their career who have experienced horrendous things, but it is a reality. With this
being said, teachers need to develop an understanding of what traumatized children live with,
and learn how to address these issues with skilled sensitivity. Schools are not just a place where
children learn how to read and write; they build the foundation for a successful life. This project
was designed to provide teachers with a necessary resource for helping children who have
suffered traumatic experiences.
The methodology of this project began with interviews with organizations specializing in
working with traumatized children such as Arizonans for Children, Free Arts for Abused
Children, The Sojourner Center, and UMOM. The next step was a review of the current literature
on the subject of childhood trauma. The findings have all been compiled into one, convenient
document for teacher use and distribution. Upon completion of this document, an interactive
video presentation will be made available through an online education website, so that
distribution will be made simpler. Hopefully, teachers will share the information with people in
their networks and create a chain reaction. The goal is to make it available to as many teachers as
possible, so that more children will receive the support they need.

ADDRESSING CHILDHOOD TRAUMA

Introduction
Pete lived a normal life, or so he thought. Pete lived in a family where abuse was a
normal part of everyday. Like many other children in his situation, Pete was confused by what
happened at home. He said, My earliest memory of my mums temper is from when I was a
toddler and she was throwing books down the stairs at my dad I thought it was a game
(Petes Story, 2016). As Pete got older, his father left and he began to take the brunt of his
mothers temper: Over the years, my mum kicked and beat me, throttled me, threw me down
the stairs and pushed me into a scalding hot bath. She once held my head under water and
another time she shoved a full bar of soap in my mouth. There are too many issues to recount
(Petes Story, 2016). These horrible things became a daily occurrence for poor, young Pete.
Another issue that Pete faced was the inconsistent behavior of his mother. At one
moment, she was sweet and kind, and the next she would get angry and start screaming
(Petes Story, 2016). Even after her outbursts, her behavior was unpredictable. Pete said,
Sometimes after a flare up, [she would] be apologetic; other times [she would] accuse me of
starting it. Sometimes [she would] pretend it never happened (Petes Story, 2016). Pete was
constantly given mixed messages from his mother. To clarify, there was usually not an inciting
incident that began these outbursts, either. Pete was not a bad child by any means. He said, I
[did not] misbehave as a kid and it was always something petty that would trigger her violent
outbursts (Petes Story, 2016). This is a common theme of children who live with Adverse
Childhood Experiences.
Due to the fact that he was always concerned about how his mother was going to treat
him, he began to avoid being near her altogether: At home, [I would] try to avoid being in the
same room as her. It was a good strategy for keeping out of her way (Petes Story, 2016).

ADDRESSING CHILDHOOD TRAUMA

Pete got to the point that he was happy at any time that he was not taking abuse, even if it meant
the violence was directed elsewhere. He said, Sometimes when she was having a go at my
sister, [I would] be almost pleased because it [was not] me for once (Petes Story, 2016). The
abuse also drove a wedge between him and his sister, because she pretended it was not
happening. Petes sister [would not] admit seeing my mum lashing out at me when my dad
asked about it it was safer to keep quiet and stay out of the way (Petes Story, 2016). It was
more important for her to protect herself from her mothers wrath than tell the truth. A child
should never feel the need to fear his or her own parents, but unfortunately it happens more often
than many people may be aware.
Thankfully, Pete eventually made his way out of this situation. His father found evidence
of abuse and made a report. However, Pete moved in with his dad and was returned to [his]
mum after a month (Petes Story, 2016). After this incident, Pete began to realize that his life
was not as normal as he had thought. When he was about twelve years old, he started to realize
that it [was not] normal and that other peoples parents [did not] hit them (Petes Story,
2016). He began to fight back as he got older. He did this so it would happen less regularly
(Petes Story, 2016). Ultimately, Pete stayed with his mother through his high school exit
exams and then moved in with [his] dad (Petes Story, 2016). In reflecting on his childhood,
Pete said, [I am] still living with the feelings and fears from those days now, in my [twenties]
(Petes Story, 2016). Trauma is not something that goes away; trauma has a lasting effect on
children like Pete. He added also, No child should have to live in fear or on edge in their own
home [that is] the place they should feel the safest (Petes Story, 2016). Pete was one of the
lucky ones; many children do not escape trauma and live with it everyday. Unfortunately, not all

ADDRESSING CHILDHOOD TRAUMA

children feel the safest at home. Schools should be a place where children can feel safe and get
the support they need to build a successful life.
Definition of Trauma
The word trauma is a word that encompasses a broad category of experiences. Typically,
it is defined as an experience that threatens the life or physical integrity of oneself or others and
overwhelms the individuals capacity to cope (Deihl, 2013, p.1). However, this work focuses on
a relatively narrow definition of trauma. Specifically, this content relates to child maltreatment
that includes physical abuse, emotional or psychological abuse, sexual abuse, neglect,
abandonment, parent substance abuse, and witnessing violent crimes. The word trauma can also
be applied to hardships such as homelessness and poverty. Another person, typically a caretaker,
is responsible for most of these situations. While the effects from other scenarios natural
disasters, terrorism, terminal illness, etc. are equally as traumatic, the focus of this paper is on
child maltreatment by an adult. The information that follows may be applicable to all children
who have experienced all types of trauma, but the suggestions are specifically for trauma within
the home. These scenarios are documented as having devastating effects on a childs wellbeing if
not properly addressed.
Childhood trauma is also known as Adverse Childhood Experiences or ACEs in the field
of education. Marcia Stanton of the Phoenix Childrens Hospital outlines two different categories
of ACEs: Abuse or Neglect and Household Dysfunction (2015). The first category is
comprised of issues comparable to physical abuse, emotional abuse, sexual abuse, and emotional
and physical neglect (Stanton, 2015). This type of abuse is happening directly to the child.
Household Dysfunction is a broader category that addresses things such as parental substance
abuse, incarcerated family members, mental or emotional instability of a family member,

ADDRESSING CHILDHOOD TRAUMA

witnessing abuse of a parent, and loss of parent(s) (Stanton, 2015). This category represents
things that have indirect effects on a child. No matter which category of ACEs a childs trauma,
their situation has the potential for long-term distress for children.
Statistics on Childhood Trauma
Young Pete is certainly not alone in his history of child maltreatment. In the United
States, a significant percentage of children face Adverse Childhood Experiences (ACEs). About
one half of children in the United States have experienced at least one ACE and many have
experienced more than one (Niederberger, 2015, p.1). This number is not improving. The United
States has increasingly higher reported instances of children experiencing some sort of trauma.
Between the years 2009 and 2013, the U.S. Department of Health and Human Services reported
that there was a 246.3 percent increase in the number of children who had suffered at least one
ACE (Vandell, 2015, p. 10A). Child abuse and neglect are not diminishing; in fact, they are
becoming more prominent.
In continuing the examination of ACEs in the United States, it is important to consider
these statistics in relation to schools. There are an impressive number of school children with a
history of child maltreatment. In fact, As many as one out of every [four] children attending US
schools have been exposed to a traumatic event that can affect learning and/or behavior (Deihl,
2013, p. 1). Theoretically, this means that in an average-sized classroom of approximately thirty
students, there would be seven or eight children who have experienced ACEs either as a part of
their past or present. Obviously, not all traumas come from the same circumstances; many
different things can affect these children. For example, Domestic violence affects
approximately 15 million children each year (Thompson & Trice-Black, 2012, p. 233).
Domestic violence is not necessarily happening directly to the child, but exposure to it is

ADDRESSING CHILDHOOD TRAUMA

traumatizing and is more common than one would think. Additionally, It is estimated nearly
794,000 reports of child physical or sexual abuse were substantiated in 2008 in the United States,
a rate of 10.3 per 1,000 children (Painter & Scannapieco, 2013, p. 276). Between these two
types of abuse, a substantial number of children are victims of direct maltreatment. With such
high numbers of children witnessing and experiencing violence, it is easier to comprehend the
large percentage of school children that have suffered trauma.
The year 2013 was an especially informative timeframe for child abuse and trauma in the
United States. During this year, there were [three and one half] million reports of child
maltreatment in the United States involving more that six million children (Child Abuse).
These reports led to investigations that discovered that more than 670,000 children were found
to be victims of maltreatment (Child Abuse). While this number is much smaller than six
million, it is still substantial. It is important also to analyze what type of maltreatment was most
prominent among these reports. The breakdown of these 670,000 cases of trauma elucidates,
79.5 percent suffered neglect; 18 percent suffered physical abuse; 9 percent suffered sexual
abuse (Child Abuse). Most cases of childhood trauma specifically fell under the category of
neglect. This may seem like a milder case of maltreatment, but in fact these children are not
receiving adequate care, putting their life in danger. To make matters worse, Over 91% of
perpetrators of child maltreatment were parents acting alone, together, or with other individuals
(Child Abuse). Parents bring these children into the world and then create misery for them.
These children are usually under attack in their own homes.
A child of any age can become a victim of child maltreatment, but one age group is more
at risk than others. Young children are particularly vulnerable an estimated 1,520 children
died from abuse and neglect and 74 percent of these children were younger than 3 years old.

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More than 46 percent of children who die from abuse and neglect every year are under a year
old (Child Abuse). This is highly disturbing, because children at this stage in development
typically do not have the ability to understand what is happening. The period of early childhood
has the most drastic statistics regarding childhood abuse and neglect.
Unfortunately, Arizona is a prime example of the increasing concern over child
maltreatment. Arizona is severely impacted by ACEs. Not only does Arizona have a rising
number of children in foster care, but also, 44.4 percent of Arizona children, ages 12 to 17,
suffered two or more [traumatic experiences,] far surpassing the national average of 30.5
percent (Vandell, 2015, p.1). This statistic is alarming, especially for those who work in
education. Teachers in Arizona are likely to encounter children who have been through multiple
instances of severe trauma. Trauma is not limited by ethnic, racial or socioeconomic lines,
meaning every school will have children who have been through trauma.
Symptoms and Identification of Children with ACEs
The symptoms that indicate childhood trauma are varied and numerous. Childrens
feelings regarding trauma manifest in different ways (Nielson, 2015). There are different
factors under consideration: The specific symptoms or disorders a child develops from child
maltreatment are based on age of the child, duration, extent, and level of abuse, as well as the
childs adaptive style and other factors in the childs life such as emotional support received
(Painter & Scannapieco, 2013, p. 279). Knowing typical methods to identify children with ACEs
is important, because they will not always be identified in advance. Children who have lived
through child maltreatment have had unusual circumstances in their lives that may lead to
unusual behavior. Behavioral changes may be seen in concern about safety, negativity,
inattention, low grades, missing school, etc. (Deihl, 2013, p. 6). This change in behavior can be

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an asset to teachers because it reminds teachers to actively monitor for childhood trauma.
Teachers also need to be sensitive to how a child interacts with adults. At school, a child may
have difficulty with authority figures or show resistance to transition or change (Deihl, 2013, p.
6). These children are reluctant to trust someone who has power over them, because of
habituated fear. Teachers should pay attention and watch for these behaviors, or dramatic
changes in behavior, to be proactive in the identification and reporting of these children.
Research has shown that emotional effects of Adverse Childhood Experiences also
trigger interesting behaviors in children. Some of the emotional side effects of witnessing (or
experiencing) violence can include depression, anxiety, somatic complaints, sleep disturbances,
separation anxiety, and withdrawal (Thompson & Trice-Black, 2012, p. 233). The emotional
chaos in their environment makes it difficult to function normally. Children may also blame
themselves for the abuse, causing other effects such as suicidal thoughts or behavior, phobias,
and lower self-esteem (Thompson & Trice-Black, 2012, p. 234). These behaviors are important
to catch immediately in order to protect the child. Emotional symptoms of trauma may present as
hyperactivity, lack of self-control, temper tantrums, aggression, bullying, and cruelty to
animals (Thompson & Trice-Black, 2012, p. 234). The child may also appear to have a
disability that he or she does not actually have (Ansell, 2015). It is important to seek the root of
the behavior if any of these symptoms are exhibited.
To explain these behaviors, it is important to understand the science working in the
background of traumatic experiences. Adverse Childhood Experiences are known to cause toxic
stress, which leads to negative outcomes that will be discussed in future sections. According to
Harvard Universitys Center on the Developing Child, When strong, frequent or prolonged
adverse experiences are experienced without adult support, stress becomes toxic, as excessive

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cortisol disrupts developing brain circuits (2007). In other words, if a child is facing stressful or
traumatic situations at an early age, the development of his or her brain is negatively impacted.
They found that Early experiences determine whether [brain] architecture is sturdy or fragile.
During early sensitive periods of development, the brains circuitry is the most open to the
influence of external experiences (Center on the Developing Child, 2007). Negative experiences
in childhood lead to abnormal brain development. The Harvard study also said, Toxic stress
experienced early in life can have a cumulative toll on an individuals physical and mental
health (2007). Many people do not realize that ACEs can have a physical impact on a child. The
Phoenix Childrens Hospital Presentation demonstrated that toxic stress affects functioning of
[three] highly integrated systems: the immune system, the neuroendocrine system, [and] the
central nervous system (Stanton, 2015). The proper functioning of these body systems is critical
in order to be a healthy person. Similarly, the Center on the Developing Child determined that
Adults with more adverse experiences in childhood are also more likely to have health
problems, including alcoholism, depression, heart disease, and diabetes (2007). They have
found a correlation between ACEs and specific, life threatening diseases. It has also been linked
to developmental delays (Center on the Developing Child, 2007), which may explain why some
children present as though they have a disability. However, providing supportive, responsive
relationships as early in life as possible can prevent or reverse the damaging effects of toxic
stress (Center on the Developing Child, 2007). This is the good news: it can be reversed. If that
is to happen, educators need to provide support. Therefore, if educators learn to support children
with ACEs, they can support students to lead longer, healthier lives and also limit their
distracting behavior in the classroom.

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Teachers may not always be able to find the motivation behind the behavior (i.e. the
trauma). Therefore, the manifestations of the behaviors previously discussed are sufficient to
refer the child for further evaluation. In fact, Referrals of individual children may be initially
based on a childs emotional or behavioral problems that interfere with or impede learning in the
classroom, given the fact that children do not always reveal the traumatic events that happen to
them, particularly in the case of child abuse and domestic violence (Deihl, 2013, p. 6). Teachers
do not need to probe for details, because they may not be revealed. Children may not disclose
these traumas in school for a variety of reasons including fear of being removed from their
homes and concerns about disappointing their parents or caregivers (Deihl, 2013, p. 6).
Reporting will be discussed in detail in future sections, but if teachers notice these behaviors,
they should report the observed behaviors and seek the assistance of someone who may be able
to uncover the cause.
School counselors are a great resource if a teacher is unsure about what the behaviors
mean and cannot get the child to discuss them. In the relatively rare cases where a child does
disclose abuse, counselors can also be useful in helping the children understand the situation
themselves. Teachers should note that The school mental health professional can help the
students process the story through discussion and drawing pictures of the story and of their own
experiences (Thompson & Trice-Black, 2012, p. 235). This type of interaction would be helpful
if a child is hesitant to discuss issues at home. It would create a nonthreatening environment to
identify any suspected trauma. Some teachers may be able to do this, too, if they have a strong
relationship with the child. Regardless of which professional is responsible for this task, they
should make clear that confidentiality would be maintained as much as possible (Thompson &
Trice-Black, 2012, p. 235). However, it is highly important that the child understands that there

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are exceptions to this, and teachers are mandatory reporters of any potential dangers to a child
(Thompson & Trice-Black, 2012, p. 235) as will be discussed in further detail. Opening the
lines of communication makes the process of identification much easier.
Timing is a critical component of identification, as it is with most issues relating to child
maltreatment. Identification is especially important in the early childhood age groups. Moreover,
Experts say the earlier trauma is identified, the better chances of school personnel helping
students to develop resilience and a sense of power over their lives (Niederberger, 2015, p. 4). It
is important to identify children who have suffered Adverse Childhood Experiences as close to
the time of the trauma as possible. With this being the case, teachers need to make a conscious
effort to attend to changes in student behavior. No one wants to see these children fall through
the cracks.
Strategies for Addressing ACEs
Simply put, the first step to supporting a child who has experienced trauma is
identification. If a teacher does not know who has dealt with ACEs, they have no chance of
helping the child cope. It may not always be the case that children have already been identified
as having Adverse Childhood Experiences. In some cases the child will disclose the trauma
voluntarily, but children are not always so open about their feelings. Some children may not even
show signs of having experienced ACEs because the signs are different for every child
(Nielson, 2015). In fact, sometimes children [do not] understand that [what is] happening is
abuse (Petes Story, 2016). Thus, teachers must put forth a conscious effort to identify
children who have faced trauma. However, irregular behavior and attitudes of a student should
trigger a teachers suspicions. Upon suspicion, the teacher should ask the child if something is
wrong. When a twenty-five year old woman who was raped in second grade was asked about her

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experiences, she said, All I wanted was for someone to ask me what was wrong (as cited in
Niederberger, 2015, p.1). This gives the child the opportunity to disclose information to
someone. Giving the child an opportunity to be listened to may be all the child needs. If a child is
misbehaving or acting strangely, it is important for teachers to find out what the issues are that
have caused this behavior to manifest. As Dina Cutler said in an interview, Find out the story
first; not everyone looks for a reason behind the behavior (2015). These children might just be
searching for someone to care enough about them to ask if everything is okay.
One thing to consider when handling disclosures and identification is the fact that
teachers have an obligation to report any suspicion of abuse or neglect. Teachers and many
other professionals who deal with children are considered to be mandated reporters in the
United States. This means teachers are required by law to report reasonable suspicions of
abuse (Darkness to Light, 2013). In some states, all adults are considered mandated reporters
(Darkness to Light, 2013). If a child discloses abuse to a teacher, the teacher should ask the child
open ended questions (Darkness to Light, 2013) so they do not put words in a childs mouth,
but give the child a chance to explain. It is also not a teachers job to complete the investigation
of abuse or neglect (Darkness to Light, 2013). As long as the reporter is reporting with good
intentions, they are not liable for incorrect suspicions (Arizona DCS, 2016). Teachers and all
mandated reporters who fail to report suspected cases of maltreatment are breaking the law and
may be imprisoned or fined (Darkness to Light, 2013). Reporting procedures are different
between states, districts, and schools. Teachers need to assume responsibility to inquire about the
reporting procedures at their school.
Teachers also need to be sure to follow up on reports of suspected abuse to be sure it is
being addressed. In an interview, Jessica Flowers from Free Arts for Abused Children stressed

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this point. She said her one piece of advice to teachers would be to make sure that if they know
of trauma, that the child feels safe and valued (2015). Part of their safety may result in
removing them from a potentially dangerous environment. Research has shown that The
majority of abuse against children occurs in the childs own home and by someone the child
knows (Painter & Scannapieco, 2013, p. 276). This means that it is extremely difficult for the
child to escape the trauma unless someone recognizes and alerts authorities as to what is
occurring. Reporting is one of the most important steps a teacher can take to support a child who
is living through trauma, as it protects the child from future harm. Adverse Childhood
Experiences are situations that children need help to escape and overcome to live a long, happy,
and successful life.
Once children have been identified, educators can begin to support students by
addressing the underlying conflicts. For example, due to the confusion of experiencing both
cruelty and love from the perpetrator (in most cases), children who have dealt with ACEs
typically are distrustful of adults (Thompson & Trice-Black, 2012, p. 233). They, rightfully, keep
themselves guarded from people who could potentially hurt them. This could also mean that
children are argumentative or defiant of authority figures, because they want to feel in control of
the situation (Stanton, 2015). In a third scenario, the children could still be residing with the
perpetrator and fear being removed from their homes and disappointing their parents or
caregivers (Deihl, 2013, p. 6). It is important for teachers to understand that these students have
every right to be concerned and to focus on self-protection. These children are not behaving this
way because they are trying to upset their teacher; they are trying to keep themselves from being
hurt again.

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With this being said, one of the most important things that teachers can do to support
children who have been through severe trauma is to demonstrate that they can be trusted.
Professionals should make clear that confidentiality would be maintained as much as possible.
However, it is highly important that the child understands that there are exceptions (Thompson &
Trice-Black, 2012, p. 235), and teachers are mandatory reporters of any potential dangers to a
child. If a child has the expectation that what he or she says will be kept in confidence and that
confidence is broken, it will demonstrate their teacher is not trustworthy. It is imperative that the
child feels a sense of trust with his or her teacher for any support mechanism to be successful.
Only after trust has been established can a teacher attempt honest communication with
the child. If teachers are looking for a way to encourage children to communicate in ways they
are otherwise reluctant, they should approach it in a nonthreatening manner. They can
communicate through discussion and drawing pictures of the story and of their own
experiences (Thompson & Trice-Black, 2012, p. 235). This type of interaction would be helpful
if a child is unable to discuss issues at home. It can help prevent the child from feeling like he or
she is being placed on the spot. Teachers should avoid doing anything to put the child on the
defensive (Fecser, 2015, p. 22). This also means that teachers should not ask leading questions
or try to draw out information this can re-traumatize the child (Darkness to Light, 2013).
Give children room to explore their emotions and communicate in their own way. It is also
important to positively frame the situation. For example, Marcia Stanton uses the phrase What
happened to you? rather than What is wrong with you? (2015). This lets the child know
that the teacher cares about the child. The bottom line is that trust needs to be established
between the student and the teacher for any intervention to be successful.

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Similarly, it has been shown that children who have experienced ACEs benefit from
forming positive relationships with adults. All that it takes to create positive change for children
exposed to traumatic situations is At least [one] stable, caring and supportive relationship
(Stanton, 2015). Teachers can help minimize the negative effects of ACEs by simply forming a
connection with the child. Additionally, it has been found that positive relationships can negate
the damaging effects of childhood trauma. Harvards Center on the Developing Child found that
providing supportive, responsive relationships as early in life as possible can prevent or reverse
the damaging effects of toxic stress (2007). A relationship is the most important intervention
that teachers can provide because it can undo and reduce the consequences of maltreatment.
Also, the school as a whole can create an environment of reassurance and a sense of safety for
the child which in turn will [restore] their sense of well being and [help them work] towards
gaining a sense of optimism for the future (Deihl, 2013, p. 6). Making the child feel safe and
secure with the people around them will help them overcome the trauma they have experienced.
Given that children who have experienced trauma often do not witness healthy conflict
resolution skills, it is important that their teachers teach those skills. Witnessing or experiencing
abuse and violence can be confusing for children. For example, in a case of domestic violence,
Expressions of hostility between intimate partners are often followed by what appear to be
loving exchanges (Thompson & Trice-Black, 2012, p. 233). Due to this quick transition, they
do not ever see the resolution of conflict so these skills are inhibited. They must learn that
apologies and discussions are needed to come to a conclusion. With this being said, conflict
resolution skills are necessary for a childs healthy development. In fact, Poor conflict
resolution skills or the avoidance of conflict hinders the development of significant interpersonal
skills that are necessary for success in school (Thompson & Trice-Black, 2012, p. 237). It is

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inevitable that children will have a disagreement with another child at some point or encounter
conflict in their adult life so they need to learn to appropriately handle this type of situation.
Students must also be taught that violence is not an appropriate means to communicate their
feelings (Thompson & Trice-Black, 2012, p. 238). Educators should instruct them to use more
positive outlets for anger and sadness. Teaching conflict resolution skills is important, so that
children understand conflict may not have closure until the issues are resolved properly.
In addition to conflict resolution skills, educators should help students build other social
and relationship skills that they will need to be successful in school and life. Schools can create
a safe environment for the development of affirmative and encouraging relationships, emotional
and academic support, and healthy models of interaction styles (Thompson & Trice-Black,
2012, p. 234). Teachers can model appropriate behaviors for children who need extra support
developing proper social skills. One method for achieving this is mindfulness or paying
attention here and now with kindness and curiosity (Association for Mindfulness, 2016).
Mindfulness is a type of meditation that is common in yoga, in which attention is placed on
breathing and focusing on thoughts and feelings (Association for Mindfulness, 2016). This
technique helps children develop better emotional regulation and an improved capacity for
compassion and empathy (Cassani Davis, 2015, p. 6). These things are all factors in healthy
relational skills.
School serves as a relatively harmless environment to try these new skills. Research has
also shown that developing social skills and forming connections with other people helps build
resilience in these children. The Phoenix Childrens Hospital found that successful, secure
attachments and establishing meaningful peer and adult relationships builds resiliency
(Stanton, 2015). Resilience has been defined as Ability to deal with lifes ups and downs

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(Stanton, 2015). This is an important quality for children who have experienced trauma, as it
enables them to recover from their Adverse Childhood Experiences and have the strength to face
other challenging situations. If these children are to be successful, we need to teach them how to
interact with others in a positive manner.
Group counseling is a useful tool in working with students who have suffered ACEs. All
children differ in the amount of personal information they are willing to divulge, particularly
with adults. However, group counseling can help bridge that gap and provide a comfortable place
for children to share. In fact, Group counseling is one of the most efficient ways in which
school mental health professionals can promote the growth and development of children exposed
to domestic violence (Thompson & Trice-Black, 2012, p. 234). This allows children to both
give and receive support from their peers who are living in a similar situation to themselves.
Though this is specifically suggested for children dealing with domestic violence, it has potential
to benefit children experiencing all types of ACEs, as it creates an environment of trust and
nurturance. It is important for children to have this opportunity because Children are at
higher risk when they experience greater distraction and thought suppression after a traumatic
event, and when they experience low social support and poor family functioning after the event
(Deihl, 2013, p. 6). It serves as a place where they feel safe to share their story a key
component of recovery. Group counseling also contributes to improved social skills and
empathy for others (Thompson & Trice-Black, 2012, p. 235). Empathy is a difficult task for
children who have experienced trauma, so this is a critical component of support. Group
counseling is beneficial in terms of childhood trauma because it is able to provide numerous
supports to children who need them the most.

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Similarly, role-playing and other structured activities have been shown to be highly
effective strategies in working with this population of students. Children are expressing their
emotions through the guise of an activity. Thompson and Trice-Black (2012) found that:
Structured interventions aimed at the amelioration of the developmental consequences of
exposure to violence in the home can benefit children Structured interventions refer to
a variety of techniques such as problem solving role-plays and the identification of
feelings and safety measures through games, puppets, stories, videos, and art projects. (p.
236)
Role-playing can help traumatized children understand their feelings and practice coping with
emotions and situations by making it less personal. They are more likely to open up if they do
not feel like they are talking about their own home lives. This is important because children tend
to fear disappointing their families. Ruth Farber of Free Arts for Abused children mentioned that
sharing is difficult (2015) for this population. These situations provide children with insight
into how to handle a traumatic situation. If teachers provide an opportunity to role-play situations
instead of asking children to share directly, it would make children with ACEs more open to
communication.
Additionally, positive reinforcement and encouragement are a beneficial component of
working with children who have experienced trauma. It is critical that educators reinforce
behavior through affirmation when a child shows a positive behavior change. If the child feels
ashamed, or feels that the behavior went unnoticed, they may revert to bad behaviors. They need
to know they have the power to make good choices (Thompson & Trice-Black, 2012, p. 239)
if they are to respond to interventions. Letting the child know that they have done a good thing
will help them learn that they should repeat the behavior. However, this will require children

ADDRESSING CHILDHOOD TRAUMA

21

have an opportunity to be in a natural setting where they can practice their social skills without
being prompted. Teachers can pay attention to children in these scenarios and provide feedback.
According to Mary Ellen Fecser (2015), it is important for teachers to remember to keep these
interactions brief. This is the case because children who have experienced Adverse Childhood
Experiences are cautious of compliments. Truly, Students who have experienced trauma often
see praise as an attempt to manipulate and control them and quite often will do the opposite of
what they just received praise for doing (Fecser, 2015, p. 23). Therefore, it is critical that these
children understand precisely what they are doing well: Rather than general, empty praise, point
out specifically what the child has done or simply something noticeable about him (Fecser,
2015, p. 22). This empowers children to continue the good behavior, while knowing it is sincere.
Not only does this specific praise encourage more positive behavior, but also it builds selfesteem and reminders to repeat those behaviors (Thompson & Trice-Black, 2012, p. 239). There
are many significant benefits to using positive reinforcement with children who have been
through trauma.
Conversely, reprimanding these children can actually make their situation worse.
Unfortunately, many teachers and adults do not know this. In fact, The common sense notion is
that problem behavior requires negative consequences, but punishment-based discipline triggers
flight, fight, or freeze reactions, making matters worse (Fecser, 2015, p. 22). While reasonable
punishments may be effective for children who have not experienced ACEs, students who have
experienced trauma do not respond positively. Acknowledgement tends to make people feel
good about who they are. If children who have lived with ACEs can take a mental note of how
they felt when their teacher told them they did a good job, they may feel more inclined to act in
the same way in the future. It is important to address misbehavior in traumatized children, but it

ADDRESSING CHILDHOOD TRAUMA

22

should not be done in a punitive manner; it should be used as an opportunity to teach appropriate
behavior.
Another strategy that has been found to be effective in working with children who have
suffered ACEs is following a consistent daily schedule. It may even be beneficial to put this
schedule on the board: Provide a daily visual schedule to which you refer to guide each
transition the schedule can prevent unnecessary manipulation and contests of wills (Fecser,
2015, p. 22). If children know what to expect, they are less likely to act out. Additionally, Mary
Niederberger wrote that one of the ways to help students build resilience is by following a daily
routine (2015, p. 4). As mentioned previously, these children need to develop resilience in order
to overcome the negative effects of ACEs; therefore maintaining this schedule is a fairly simple
way to meet this goal. It has been found that [a]fter a traumatic event, there is benefit in
returning to predictable routines that help children return to a sense of normalcy (Deihl, 2013, p.
7). This strategy is particularly effective with children who have recently faced trauma and
children who are still in an environment where trauma is possible. Keeping to a consistent
classroom routine is also universal design, so it is not absolutely necessary for all children with
ACEs to be identified for this strategy to be beneficial. Overall, there are no downsides to
maintaining a uniform schedule for the classroom.
Similarly, it is important to give children options to choose from within this structured
schedule. For example, teachers can create multiple assignments for one lesson. This allows
children to choose the assignment that they prefer. These choices [give] the youth a sense of
power and control and reduces motivation to exercise power in oppositional ways (Fecser,
2015, p. 23). Again, this strategy is universal design and would be applicable to the entire class.

ADDRESSING CHILDHOOD TRAUMA

23

Thus, teachers can reduce the defiant behaviors of students who have faced trauma if they
provide alternatives to certain assignments and activities.
Incidentally, providing a stable environment in schools is critical to support as well. It
allows children to focus on other things if they feel safe while they are at school. Laura Deihl
explained in an article published by Brown University (2013) that Schools can provide
reassurance and a sense of safety for the child impacted by trauma (Deihl, 2013, p. 7). Teachers
specifically can create this type of environment by [maintaining] a calm but confident
demeanor (Fecser, 2015, p. 22). If the teachers remain calm, the children have less of a reason
to worry that something is wrong. Mary Ellen Fecser continued by saying, Teachers who
maintain low adrenaline levels and quiet voice tones while exuding confidence produce similar
behaviors and feelings in their students (Fecser, 2015, p. 22). Teachers are the models of
behavior, so they should strive to be a calm, positive example. This calm behavior is not only
beneficial to classroom management, but also helps the child get to the root of the issue: Once
the child is calm, we have an opportunity to build a trusting connection; then, we are able to
listen and help the youngster examine a timeline of a stressful incident. Only then does the young
person gain insight into the central issue (Fecser, 2015, p. 21). This demonstrates that creating a
stable environment in the classroom is conducive to supporting children with ACEs.
Continuing with the theme of safety, another step for teachers to support children who
have experienced ACEs is to teach strategies to stay safe both inside and outside the classroom.
It is important that children with ACEs learn safety measures to protect themselves if they are
still in an environment where abuse is possible. Investigations can be lengthy processes and
children need to know what to do, should a situation arise. Thus, educators can help children
develop a safety plan (Thompson & Trice-Black, 2012, p. 238) and help students create a plan of

ADDRESSING CHILDHOOD TRAUMA

24

action in the event of another traumatic episode. Children feel empowered and in control of their
situation (Thompson & Trice-Black, 2012, p. 238). Teachers can show children how to dial 911
and decide appropriate situations to do so by using strategies like, Stop, Think, Go (Thompson
& Trice-Black, 2012, p. 238). This strategy gives students a chance to stop and analyze pretend
situations, think about their best option, and go with their decision (Thompson & Trice-Black,
2012, p. 238). During this instruction, it is also important that children learn their address and
phone number so that they know how to direct help. If children know what to do when situations
arise, they will be less afraid and less likely to be victims of circumstance. A teachers
responsibility does not end when the bell rings and the child leaves the classroom. Therefore,
educators need to teach children who have suffered trauma safety tips to protect them.
Art has also proven to be a powerful tool in working with children who have experienced
Adverse Childhood Experiences. Art helps soothe children by allowing creativity to flow
(Flowers, 2015). Additionally, using art to demonstrate experiences and feelings is an effective
strategy to teach children both how to cope and how to direct their frustration. It is a positive
way for children to express their emotions. According to Alicia Sutton Campbell, Executive
Director at Free Arts for Abused Children, art allows these children to build resiliency and
form a bond with an adult (Sutton Campbell, 2015). It allows them to get a better
understanding of the situations they have experienced. For example, many children feel that they
are to blame for the ACEs they experience. Art is a way to start the conversation of Who caused
the situation? and make the child realize they are not to blame (Thompson & Trice-Black, 2012,
p. 238). It lets them analyze the situation from a different perspective. The child illustrates the
situation and an adult asks questions about what was happening in the drawing. This will allow
children to explain to themselves that they did not cause the trauma. Correct attribution of

ADDRESSING CHILDHOOD TRAUMA

25

blame can be enhanced by asking questions about culpability related to a childs drawings and
stories of violence (Thompson & Trice-Black, 2012, p. 238). Once the child explains the
situation, it is appropriate for the educator to ask who was responsible for the trauma. If children
who have been through trauma are able to step back from a traumatic situation through art, it will
be easier to see they do not bear fault for the trauma.
As many educators know, play is an important part of development for all children.
However, play is particularly important for children who have suffered through adverse
experiences. In fact, Movement and rhythm have been shown to regulate the lower brain,
leading to better processing and therefore increased focus and learning (Fecser, 2015, p. 23).
Based on Piagetian theory, children can use play as an outlet to aid them through difficult times.
Play is crucial for children to express their true emotions by communicating their feelings to
others. To illustrate this, Thompson and Trice-Black (2012) stated, The Piagetian perspective of
development emphasizes the power of play as a natural form of communication for children to
express their thoughts, feelings, and experiences play is the most appropriate means of
communication for young children (p. 236). Play allows children to communicate with their
peers in a way that they understand. Young children may not be able to verbally communicate
complex emotions otherwise. Play as a support strategy helps rebuild self-esteem, through a
natural mastery in play (Thompson & Trice-Black, 2012, p. 237). To facilitate this strategy,
educators should provide props. For example, if children have pent up anger, teachers and staff
might provide toys to allow them to release aggression, such as boxing gloves (Thompson &
Trice-Black, 2012, p.236). The child can safely express their emotions if they are provided with
adequate tools. It is important to note that reflection is a key component of the play strategy.
Adults must guide the child to an understanding of his or her emotions (Thompson & Trice-

ADDRESSING CHILDHOOD TRAUMA

26

Black, 2012, p. 237). Otherwise, this intervention will essentially be useless. Play is, however,
universal design, which makes it easier for teachers to incorporate. Through play, teachers can
help children understand and interpret their feelings.
A common curricular technique referred to as Response-to-Intervention (RTI) can also be
applied to interventions. While it seems like a complicated idea, it is really quite simple. In
terms of school-based interventions, many schools have implemented a response to
intervention approach that provides positive behavior supports to students in tandem with
evidenced-based teaching for academics (Deihl, 2013, p. 6). What this means is that teachers
observe the student and see how well they are adapting to a certain lesson or in this case a
certain intervention strategy. For example, if an educator is implementing an art strategy and is
noticing that the child is not opening up about his or her emotions, she might change her
approach. Perhaps she would try role-playing to make the intervention less direct. RTI is useful
in supporting the needs of children who have suffered Adverse Childhood Experiences because it
allows educators to provide personalized support to the students based on how they are
responding to a specific strategy.
As a final suggestion, teachers should try to implement strategies as early in a childs life
as possible. Early intervention has been found to be the most successful of interventions across
age groups. Harvards Center on the Developing Child (2007) stated, Research shows that later
interventions are likely to be less successful and in some cases ineffective. It exposes children
to an intervention closest to when the trauma actually occurred and gives children more time to
respond to the intervention: Intensive early interventions are essential in minimizing the longterm effects of early trauma on childrens brain development (Painter & Scannapieco, 2013, p.
282). Thompson and Trice-Black (2012) stressed that it is never too late to intervene in a childs

ADDRESSING CHILDHOOD TRAUMA

27

life, but children benefit from early interventions (p. 239). The Center on the Developing Child
agrees, stating, While there is not a magic age for intervention, it is clear that, in most cases,
intervening as early as possible is significantly more effective than waiting (2007). If teachers
are going to make a significant difference for these children, support has to start in early
childhood. Any support for children who have experienced Adverse Childhood Experiences is
better than none, but educators should have a goal of early intervention to improve the futures of
these children.
Short- and Long-Term Consequences of Not Intervening
Trauma caused by Adverse Childhood Experiences does not merely go away with age;
the effects continue with children, as they grow-up and eventually become adults. Children with
ACEs may reach adulthood and repeat the things they saw at home, because they do not know
alternatives. They can also be attracted to high-risk behaviors and make their situation worse.
These risks, and several others, are all possibilities for children if they do not receive adequate
support following trauma. This is why the previously discussed strategies are so important.
Unfortunately, educational staff throughout the country is currently unequipped to most
effectively support these children. It has been found that Many school mental health
professionals [and educators] may not feel prepared to address issues regarding children exposed
to [Adverse Childhood Experiences] because information on specific interventions is not easily
accessible (Thompson & Trice-Black, 2012, p. 239). Thankfully, this information is becoming
more and more available to educators, through projects like this one, because ACEs cannot
remain unaddressed without consequences.
Some of these consequences of not intervening remain the same among all ACEs, though
each child is different. One of the most significant problems, as briefly mentioned before, is that

ADDRESSING CHILDHOOD TRAUMA

28

many children continue to repeat the cycle of dysfunction. All Adverse Childhood Experiences
deeply affect the future relationships of the children because they tend to repeat the tragic cycle
of abuse. According to a study done by the Phoenix Childrens Hospital, Without interruption,
ACEs escalate across generations (Stanton, 2015). This means that without someone to teach
these children appropriate behaviors and help support their emotional well being, ACEs might
not just continue, but become continuously worse with each coming generation. Why is this?
This phenomenon of compounding between generations can be partially attributed to the
fact that children who have lived with ACEs often do not learn appropriate behaviors for
maintaining healthy relationships. Therefore, the relationships that they do form tend to be
unhealthy. These unhealthy relationships can include traits such as trust issues, abuse, and
insecure attachments. Children with ACEs grow up to be parents who are not necessarily
equipped to handle these relationships. This may mean that they do not know how to make safe
decisions for their family (Stanton, 2015). Affected children also tend to have trust issues,
because the perpetrator of their ACEs is typically someone they care for (Thompson & TriceBlack, 2012, p. 233). Without trust, having healthy relationships becomes difficult. Additionally,
many children do not learn how to deal with their emotions and difficult situations (Thompson &
Trice-Black, 2012, p. 236). They have difficulty controlling emotions, behavior, and words
(Stanton, 2015). Due to these factors, when their own children are either distressed or causing
distress, they shut down (Stanton, 2015) instead of handling the issue appropriately. While
these are all consequences in and of themselves, they lead up to the larger issue of repeating the
cycle of ACEs in the next generation. Children are the parents and leaders of the future and if
educators support them from a young age, they can make a difference for the children of the
future, as well.

ADDRESSING CHILDHOOD TRAUMA

29

Use of narcotics is also a common risk for children who have suffered from Adverse
Childhood Experiences. They are frequently involved in the use and abuse of illicit drugs
(Cutler, 2015). In fact, children who have dealt with trauma engage in numerous high-risk
activities. Smoking, drug, and alcohol addiction are very common Behavioral Outcomes of
ACEs (Stanton, 2015). One of the reasons they engage in these behaviors is to seek relief
(Stanton, 2015). Children learn maladaptive coping strategies (Deihl, 2013, p. 6) because they
are not exposed to appropriate coping strategies. An additional high-risk behavior that is
associated with Adverse Childhood Experiences is sexual promiscuity (Stanton, 2015). This
goes back to their difficulty forming healthy relationships. They are searching for a way to
escape their problems, and without guidance, they may find solace in dangerous behaviors.
In addition to these high-risk behaviors, children may create more difficult situations. In
an interview with Annie Ansell, the Executive Director of Arizonans for Children, she
mentioned that children often face homelessness, teen pregnancy, and in extreme cases, suicide
(2015) which are associated with additional high-risk behaviors. For example, the teens that are
engaging in high-risk sexual behaviors could not only contract sexually transmitted diseases, but
also wind up being teen parents. This puts added stress on the child, piling onto the stress of their
ACEs. Also, ten percent of people who reported facing one to three ACEs had attempted to
commit suicide (Stanton, 2015) to seek relief from their pain. Some children are so desperate to
find solace that they will do anything to escape their misery. Even homelessness can be
attributed to the other outcomes of childhood trauma (Ansell, 2015). It may seem as though
many of these negative outcomes are interrelated, and they are; it is part of the reason that
childhood trauma is thought of as a vicious cycle. When these children are not supported, they

ADDRESSING CHILDHOOD TRAUMA

30

tend to make bad decisions that lead to more negative outcomes, which in turn, lead to more bad
decisions.
A related consequence of not intervening in Adverse Childhood Experiences is that many
children who have lived with these circumstances end up in the criminal justice system.
According to Dina Cutler, the Children and Youth Services Manager at the Sojourner Center,
this could result from recurrent violence [or] repeating the cycle (Cutler, 2015). Continuing
the pattern of abuse may place them behind bars. Similarly, their use and abuse of drugs would
also put them at risk of entering the criminal justice system (Cutler, 2015). These students also
have a tendency to drop out of school (Cutler, 2015), as will be discussed in further detail. Since
they are not at school during the day, they spend a lot of time either at home or on the streets,
most likely without supervision. Having an at-risk youth with that much free time increases the
likelihood that they will eventually be arrested (Cutler, 2015). As Ms. Cutler said, We can
either help these children from a young age, or pay the price later (Cutler, 2015). Without
having someone to support them from an early age, children with ACEs may not learn
appropriate behaviors, potentially leading to imprisonment.
As noted briefly, the incidence of dropouts for children who have suffered ACEs is quite
high. Karen Fletcher, the Chief Development Officer of UMOM, indicated this as one of the
major downstream effects of not intervening in a childs life (2015). Ms. Fletcher was entirely
correct: an astounding fifty percent of children in foster care do not complete high school by the
age of eighteen (Fostering Success, 2014). Half of the children who have actually escaped the
trauma at home do not earn a high school diploma; imagine the statistic for those who do not
escape. This is unfortunate, because individuals who have a GED [or less] earn less, on average,
and are less likely to graduate from college [than a high school graduate] (Fostering Success,

ADDRESSING CHILDHOOD TRAUMA

31

2014). According to the Phoenix Childrens Hospital study, By 2018, more than 60 percent of
jobs in AZ will require some post-secondary education (Stanton, 2015). If children are not
completing high school, they will have an increasingly difficult time finding a job in the coming
years. These children are set up to fail if they do not have sufficient support throughout their
childhood. Additionally, dropouts among children who have experienced trauma will continue
unless these children feel supported at school. If the dropouts continue, the negative life
consequences for children with ACEs will compound and make life increasingly difficult.
Even when traumatized children remain in school, they are inclined to act out in class.
They may try to challenge their teachers and other adults, or even bully other children (Ansell,
2015). This is caused by their distrust of adults, so it is important to form trusting relationships to
overcome this. Another issue for these children in school is their inability to focus their attention
(Stanton, 2015). In fact, Children who have experienced four or more ACEs are three times as
likely to take ADHD medication when compared with children with less than four ACEs
(Stanton, 2015). As a result of these troubling behaviors, children with ACEs may perform
poorly in school (Stanton, 2015). In an interview, Jessica Flowers of Free Arts for Abused
Children said, these children also have a high absentee rate (2015), which probably contribute
to the lack of school success. Unfortunately, according to Ruth Farber of Free Arts, these kids
just acquire the label of being the bad kid (Farber, 2015). However, according to Kellie
Neilson, the Children and Youth Operation Coordinator at UMOM, it is not intentional; they deal
with a lot of other problems and barriers in their lives (2015). The Phoenix Childrens Hospital
solidifies this by saying, Dismissing [the disruptions] as bad habits or self destructive
behavior misses their functionality (Stanton, 2015). They serve as coping tools for these

ADDRESSING CHILDHOOD TRAUMA

32

children who do not know any better. If they are not taught proper coping skills, these are the
outcomes that they may face in their future.
Similarly returning to the topic of toxic stress children who have experienced ACEs
have a tendency to respond to stressful situations differently. They have specific reactions to
stressful situations because adversity can weaken developing brain architecture and
permanently set the bodys stress response system on high alert (Center on the Developing
Child, 2007). Their body tells them that even the most miniscule situations require them to
protect themselves. This explains their inattention in school: Instead of focusing on the learning
task, students who have experienced trauma constantly scan the environment and are easily
distracted by any stimuli (Fecser, 2015, p. 21). They are too busy trying to protect themselves to
learn. When initially exposed to traumatic events, the child reacts in a fight, flight, or freeze
survival [response] (Deihl, 2013, p. 6). When the trauma goes unaddressed, these children apply
the survival techniques to other, more minor situations, because it is the only coping mechanism
they know (Deihl, 2013, p.6). Their reactions become second nature; Reflex, not reason, drives
action when under intense stress (Fecser, 2015, p. 21). There is no telling what will trigger the
child. Mary Ellen Fecser (2015) found that Any school experience that makes the individual
feel weak, stupid, or vulnerable could spark a fight or flight reaction (p. 21). This contributes to
the appearance that these children are acting out. However, these behaviors are adaptive
reaction[s] to this over utilized system (Stanton, 2015). These children rely on the protective
strategies they have learned in the face of trauma for all stressful situations, because they are
wired to do so.
Another term that describes their survival behaviors is Post-Traumatic Stress Disorder
(PTSD). While most people know about this term through its relation to veterans returning from

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ADDRESSING CHILDHOOD TRAUMA

war, it is extremely common in other situations, much like ACEs. In fact, PTSD is one of the
most common mental health problems for children who have been maltreated (Painter &
Scannapieco, 2013, p. 279). Children who have lived through Adverse Childhood Experiences
are likely to live with PTSD. This is especially true for children who lived with repeated abuse
and neglect: Children are at a higher risk of showing symptoms of post-traumatic stress disorder
when [they have] been exposed to multiple traumas, when they have had previous anxiety
problems or comorbid psychological problems, or when they have perceived life threat (Deihl,
2013, p. 6). There are certain cases where PTSD is more severe, but all children with ACEs are
prone to Post-Traumatic Stress Disorder. This means that any situation that a child relates to the
trauma they endured can trigger their survival instincts and flashbacks to maltreatment.
Finally, it has been shown that there are worse outcomes for children who are exposed to
chronic traumatic events that are viewed as deliberate. This situation can make the child feel
unloved or unworthy of being loved. Laura Deihl (2013) said, When trauma is associated with
the failure of caretakers who should be protecting and nurturing the child and is perceived as
intentional rather than unintentional, it is more likely to be associated with particularly adverse
outcomes for the child (p. 6). It is exceedingly hurtful to a child when they feel that their parent
is mistreating them on purpose. With this being said, it is imperative that educators provide
support for all children who have lived with Adverse Childhood Experiences, but especially
those who felt that the experiences were intentional. If traumatized children do not know that
they are supported at school, unfortunate outcomes could become a childs reality.
Conclusion
It has become clear that the issue of Adverse Childhood Experiences needs to be
addressed and there are many strategies to accomplish this goal. The only issue that remains is

ADDRESSING CHILDHOOD TRAUMA

34

who is responsible for handling the responsibility. Schools and educators are the most effective
means of supporting children who have experienced ACEs. Children are required to spend a
large majority of their time at school until they reach their late teenage years. Why not utilize the
time to help the child be successful? In interviews with organizations such as UMOM, Arizonans
for Children, Free Arts for Abused Children, and the Sojourner Center, it was made clear that
supporting a childs overall well being is a responsibility that schools should be assuming. For
example, Jessica Flowers hinted at Maslows Hierarchy of Needs, saying, Children cannot learn
without having their basic needs met (2015). Children who have experienced trauma may feel
unsafe or may worry about what type of situation will be waiting for them at home. While they
are focusing on where and when they are going to get their next meal or if they will come home
to an angry parent, they are missing the lesson that is taking place. If they are not learning while
they are at school, they are not gaining anything from being there. Ms. Flowers made a valid
argument for addressing the childs needs. In fact, Thompson and Trice-Black (2012) stated that
research indicates the importance of providing mental health services for children within their
schools to help them succeed academically and socially (p. 233). These authors also suggested,
in order to reach the vast number of children exposed to [trauma], supportive services may be
provided in the school setting (Thompson & Trice-Black, 2012, p. 234). By taking care of a
childs basic needs, they are better able to focus on the material being taught in class.
Coincidentally, addressing childhood trauma in the classroom will actually make the job
of a teacher much easier. Reviewing the previous information makes clear that children who do
not receive support after experiencing ACEs tend to misbehave (Deihl, 2013). Additionally, they
may not be able to pay attention to the material they are learning because they have more
pressing issues distracting them (Fecser, 2015). By simply providing the necessary supports

ADDRESSING CHILDHOOD TRAUMA

35

through the methods described above, teachers can prevent a future behavioral problem or help
their student to be successful in mastering the content of the class. When school personnel
understand the potential behaviors associated with traumatic stress, they are less likely to
interpret the childs behavior as intentionally defiant and more equipped to intervene in ways that
reassure rather than escalate the childs behavior (Deihl, 2013, p. 6). Teachers can help
themselves by helping to support children who have dealt with ACEs because they will be taking
a preventative approach to the disruptive traits associated with ACEs.
With all of these known benefits of supporting children who have lived with Adverse
Childhood Experiences, it is hard to imagine why educators today may not be utilizing
techniques to improve the quality of life for traumatized children. However, it has most likely
not been caused by apathy of teachers. As mentioned previously, teachers are currently not
prepared to most effectively support children who have suffered trauma (Thompson & TriceBlack, 2012, p. 239). While this is not due to a lack of information on the topic, finding the
information is a time-consuming challenge. Finding the time to seek out the information can be
difficult. Teachers already have a busy schedule and great amounts of time in prep work and
training. The goal of this project has been to compile a great number of studies that have already
been completed in order to make one comprehensive reference for teachers to use. The data will
be compiled in a webinar format for teachers to access, in the hopes that if the information is
easier to access, more children will receive support. One of the reasons many teachers get into
the field is to make a difference for the children. The problem is not that teachers do not care; it
is that they need easy access to the information. If they utilize the tools provided by this project,
they will be able to make a difference for the children who need it the most.

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37

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