First, let's consider how our brain functions:
Now, let's look at how our brain functions with trauma and reflect on how a pandemic or other large life event might impact this:
Having this in mind, we can easily see how students may have a hard time focusing, let alone learning content. Each person experiences trauma in their own way, along a spectrum/range. Something one person is comfortable with, may be a trigger for another. This is why we want to reframe our classrooms to include Trauma-Informed Care.
“Trauma-informed care is a strengths-based framework that is grounded in an understanding of a responsiveness to the impact of trauma, that emphasizes physical, psychological, and emotional safety for both providers and survivors, and that creates opportunities for survivors to rebuild a sense of control and empowerment.” - Hopper, Bassuk, & Olivet, 2010
Further Reading:
Crisis Prevention Institutes' "Trauma-Informed Care Resources Guide" PDF
Exposure to childhood abuse is associated with human sperm DNA methylation, by Andrea L. Roberts, Nicole Gladish, Evan Gatev, et al.
A conversation on Trauma wouldn't be complete without a discussion of ACEs, or Adverse Childhood Experiences. While trauma can occur at any age, ACEs are an early indicator of how we will fair as adults. Watch the video below for a brief background on ACEs from Dr. Nadine Burke Harris.
Curious about your own score? Try out NPR's What's Your ACE Score? interactive.
You can find out more information about ACEs as well as PCEs, or Positive Childhood Experiences, at the links below.
PACEs Connection, formerly ACEs Connection
Centers for Disease Control and Prevention's ACE Strategic Plan PDF
Centers for Disease Control and Preventions "We Can Prevent Childhood Adversity" Infographic