Trauma Informed Practices

Strategies

School administration should support and promote trauma-sensitive approaches school-wide through:

• District and Building Comprehensive Plans
• Professional Learning for all staff (MTSS, ACES, Universal Screening)
• Maintain confidentiality regarding student experiences and information
• Review policies (e.g., school discipline policies) to ensure they reflect an understanding of the role of trauma in student behaviors (Restorative Practice Training for all Administrators)
• Development of community partnerships
• Evaluate efforts on an ongoing basis

Strategies

Staff training on trauma that addresses how to:

• Strengthen relationships between staff, children who have experienced trauma, and their caregivers
• Identify and access outside supports
• Help affected children regulate their emotions to ensure academic and social success
• Understanding and identifying secondary trauma for staff

Strategies

Schools should maintain links to mental health consultation and services for staff, students, and families.

• For staff, EAP services are available.
• For students and families, school staff should refer families to appropriate mental health resources and follow up on referrals. Trusting relationships between parents/caregivers, school staff, and mental health providers can help to ensure success. Be sure to secure the necessary authorization for release of information between parties to facilitate communication and collaboration.

Strategies

• MTSS Academic Plan (Tiered Supports)
  • TIER 1: Safe Environments and Universally Healthy Students / Creating and Supporting a Trauma-Informed School (All Students/Staff)
  • Key Strategies: Promoting Positive School Climate, Trauma Sensitive Classrooms, Emergency Management, Mental Health First Aid, Behavioral Health, Bullying Prevention, School Therapeutic Services (STS) Education, General Wellness Support & Education
  • Key Partnerships: School Community (administrators, teachers, counselors, coaches, nurses), Community Mental and Behavioral Health Organizations, Law Enforcement, Youth Development Organizations, Advocacy Groups (e.g., LGBTQ), Families
• TIER 2: Early Intervention/ Identifying Students and Staff AtRisk (Some Students/Staff)
  • Key Strategies: Screening Students; Group Interventions (Cognitive Behavioral Therapy, STS Support), Threat Assessment, Peer Support
  • Key Partnerships: School Community, Community Mental and Behavioral Health Organizations, Families
• TIER 3: Intensive Support (Individual Students/Staff)
  • Key Strategies: Intensive Individual and Family Interventions; Trauma-Specific Treatment
  • Key Partnerships: School Community, Community Mental and Behavioral Health Organizations, Families
• Morning Meetings (K-6), Advisory (7-12)
• ECOS meetings
• Specific strategies can be used to support the learning needs of students who have experienced trauma, including discovering and building on the student’s individual interests and competencies; maintaining predictable routines and expectations; maintaining expectations for the student that are consistent with those of their peers; and providing positive behavioral supports. (PBIS, Restorative Practices)
• Language-based teaching approaches help students process information and alleviate fears. Students who have experienced trauma often pay more attention to nonverbal cues than verbal communication, so using multiple forms of communicating information and helping students identify and verbally express their feelings are important strategies to support learning.
• School evaluations, including psychological, speech and language, functional behavioral, and occupational therapy evaluations, should assess the role of trauma and identify needed supports.

Strategies

• Build relationships with students.
• Support and facilitate participation in extracurricular activities and opportunities.
• Community organization involvement/and or access to school resources within the school setting to provide small group opportunities based on individual student needs surrounding trauma (K-12).
• Check & Connect
• Atollo
• Programs with Compass Mark

Strategies

School discipline policies are trauma-informed when they:

• Balance accountability with an understanding of traumatic behavior;
• Teach students the school and classroom rules while reinforcing that school is a safe place and a place that promotes belonging for all.
• Minimize disruptions to education with an emphasis on positive behavioral supports and behavioral intervention plans;
• Create consistent rules and consequences;
• Model respectful, trusting relationships.

Communication procedures and protocols are trauma-informed when they:

• Respect confidentiality;
• Involve open communication and relationship building with families;
• Ensure ongoing monitoring of new policies, practices and training.

Strategies

• District/ Building Trauma-Informed Teams: MIT, SAP, North Star, District Data Team
• Team members include: Building administration, school psychologist, school counselor, school social worker, teacher, and support staff
• MTSD Positive Mental Health and Well-Being Supports (click to read the document)
• Glossary of Terms

Source: (Adapted from: Cole S., O’Brien, J., Gadd, M., Ristuccia, J., Wallace, D., Gregory, M. (2005). Helping Traumatized Children Learn. Massachusetts Advocates for Children.