Understanding and responding to the effects of trauma in the classroom: A primer for educators

Jessica B. Koslouski , Kristabel Stark , Sandra M. Chafouleas
{"title":"Understanding and responding to the effects of trauma in the classroom: A primer for educators","authors":"Jessica B. Koslouski ,&nbsp;Kristabel Stark ,&nbsp;Sandra M. Chafouleas","doi":"10.1016/j.sel.2023.100004","DOIUrl":null,"url":null,"abstract":"<div><p>Although nearly half of U.S. students have experienced a potentially traumatic event (Bethell et al., 2017), educators are not routinely trained in trauma or trauma-informed practices (Hobbs et al., 2019; Koslouski &amp; Stark, 2021; National Council of State Education Associations, 2019). Yet, trauma can have profound negative impacts on students’ social, emotional, and behavioral needs. Thus, this primer introduces educators to the prevalence of trauma in PreK-12 students’ lives, the effects of trauma on students’ development, and proactive and responsive strategies that adults can use to support students who have experienced trauma. We provide several vignettes to help educators understand varied presentations of trauma and the range of trauma-informed practices that can benefit students. We also address educators’ relationships with caregivers and describe strategies for mitigating the toll secondary traumatic stress (Figley, 1995) can take on educators. Throughout, we aim to build educators’ understanding, empathy, and agency for their work supporting students affected by trauma.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Emotional Learning: Research, Practice, and Policy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2773233923000049","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Although nearly half of U.S. students have experienced a potentially traumatic event (Bethell et al., 2017), educators are not routinely trained in trauma or trauma-informed practices (Hobbs et al., 2019; Koslouski & Stark, 2021; National Council of State Education Associations, 2019). Yet, trauma can have profound negative impacts on students’ social, emotional, and behavioral needs. Thus, this primer introduces educators to the prevalence of trauma in PreK-12 students’ lives, the effects of trauma on students’ development, and proactive and responsive strategies that adults can use to support students who have experienced trauma. We provide several vignettes to help educators understand varied presentations of trauma and the range of trauma-informed practices that can benefit students. We also address educators’ relationships with caregivers and describe strategies for mitigating the toll secondary traumatic stress (Figley, 1995) can take on educators. Throughout, we aim to build educators’ understanding, empathy, and agency for their work supporting students affected by trauma.

理解和应对课堂创伤的影响:教育工作者入门
尽管近一半的美国学生经历过潜在的创伤事件(Bethell等人,2017),但教育工作者没有接受创伤或创伤知情实践的常规培训(Hobbs等人,2019;Koslouski和Stark,2021;州教育协会全国委员会,2019)。然而,创伤会对学生的社会、情感和行为需求产生深远的负面影响。因此,本初级读本向教育工作者介绍了创伤在K-12前学生生活中的普遍性,创伤对学生发展的影响,以及成年人可以用来支持经历过创伤的学生的积极主动的策略。我们提供了几个小插曲,帮助教育工作者了解创伤的各种表现,以及可以使学生受益的创伤知情实践的范围。我们还讨论了教育工作者与照顾者的关系,并描述了减轻二次创伤压力(Figley,1995)可能给教育工作者带来的损失的策略。自始至终,我们的目标是培养教育工作者对他们支持受创伤学生的工作的理解、同理心和能动性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信