What makes a school trauma-informed?
Children in need of trauma care can often be misdiagnosed because the system looks at what is wrong with them
rather than what has happened. Let me explain:
Imagine 2 trees – One is a tree growing in the Burren in Co. Clare and the other is a tree growing in a well-tended
back garden.
One has received all the care, nutrients, water, sunlight and shelter it needs to develop into a leafy green and healthy
tree. The other has been exposed to the harsh elements of the west of Ireland in a rocky arid land with little soil to
nurture it and little shelter to protect it.
Both are still trees! We see them as trees!
And while we notice their difference we never question what’s wrong with the Burren Tree.
"We never blame the tree!
We never blame the tree! We know it is doing the best it can in the environment in which it is growing. We
understand that the environment has been unkind and we know that if it were growing in a more nurturing place it
could grow to its full potential. Furthermore, if we want to help the tree thrive, we make the necessary changes to its
environment to support its healing and growth. There is nothing wrong with the tree; it is growing in response to its
environment.
We need to do the same for the struggling kids in our care! Instead of being preoccupied with what is wrong with
them – when we become trauma aware, we begin to be curious enough to look beyond the symptoms of the
behaviour to what is happening underneath.
We become curious about how their environment and nervous systems are mismatched and what we can do to help
rebuild a felt sense of safety & a sense of nurture so they are seen, heard and understood. We help to create an
environment that their nervous system can regulate in. We build relationships focussed on connecting, on being
their safe person, their nurturer, their story keeper.
A Trauma informed school will promote feelings of physical, social and emotional safety in children. A trauma
informed school understands and recognises the impact of Trauma on children and their learning and responds to
these children in a way that promotes growth and healing.
What strategies can we use?
A Trauma informed school will use strategies like “the five minute dose” which soothes the nervous system; rewiring
the need for protection to one of building and receiving connection. The learning environment will be one of
predictability, using visual time tables, sand timers to aid transitions and target boards to provide support and
reinforce the safety of routine. Fidget Tools will be accessible to aid in sensory regulation and focus. A school that
understands challenging behaviour as a possible trauma response will meet that behaviour with compassion and
connection rather than sanctions and punishments. They will use the C.A.L.M. response as a means of de-escalation –
an evidence based approach to Connect, Acknowledge, Listen and Mirror back to the overwhelming feelings being
expressed by the struggling child; communicating comfort and building and deepening relationships.
A trauma informed school understands that there is nothing “wrong” with these kids but rather something has
happened or IS happening to them. A trauma informed school will see the need for trauma care before diagnosis. In
this way a trauma informed school can give the struggling child the gift of a secure base from which they can begin to
explore the world and take risks again.
We don’t blame the tree, let’s not blame our kids!
To learn more on the impact of trauma on learning; how to use and apply my five minute dose and C.A.L.M.
Response and what to do to create a trauma sensitive learning environment join me on the 28th of November from
7pm to 8pm for my webinar “From Trauma Reactive to Trauma Responsive.”
Aideen Flynn, Child & Adolescent Psychotherapist, PG Dip in Education, MA, MIAPTP, MEAIP.
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