Document Type
Article
Publication Date
5-2019
Abstract
Research indicates that children with a history of traumatic events in their lives have a significantly more difficult time focusing in the school setting than those who have experienced little to no trauma. Because of crucial brain development that occurs throughout childhood, children of trauma are more likely to have academic failures. In addition to academics, social and emotional difficulties become prevalent as children of trauma progress throughout their educational lives. Long term physical and mental health complications also follow these children into adulthood when interventions have not been implemented. Trauma informed practices allow educators to support students who have endured trauma throughout their lives. The following literature review identifies several trauma-informed programs and their use of the multi-tiered interventions to address the needs of trauma-exposed students. The programs highlighted throughout the literature review include The Neurosequential Model of Education, The Sanctuary Model, Healthy Environments and Response to Trauma in Schools, Collaborative Learning for Educational Achievement and Resilience, Supports for Students Exposed to Trauma, Positive Behavior Intervention Support, Trauma-Informed Positive Education, and Zones of Regulation. In addition to school interventions, there are measures that can be implemented to support not only children, but parents and families in the community through Trauma Informed Community Building. In the future, more active research on this imperative topic would be beneficial considering the information gathered in this review.