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How to support students experiencing trauma in your classroom

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This article is featured as part of a bitesize CPD unit on supporting children and young people who have experienced trauma This research review is based on a chapter that was previously published in Muller and Goldenberg (2022), a report in our ‘Education in Times of Crisis’ series: Müller LM and Goldenberg G (2020) Grief, trauma and post-traumatic stress disorder. In: Education in times of crisis: The potential implications of school closures for teachers and students. London: Chartered College of Teaching, pp. 21–24.  Introduction Responses to trauma can vary according to the age of the child and when the trauma was experienced – either in early childhood or later on in life (Jones and Cureton, 2014). Some children respond to trauma by re-experiencing. This may involve re-enacting themes or events through play or drawing, having nightmares or showing distress when faced with reminders of the traumatic event (Scheeringa et al., 2003). Another symptom is avoid

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References
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Ryan Thomas Green

This was a very informative start to my study and interest in this area. It places early trauma in the context of the classroom and opens the door for further reading and study.

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Debbie Maskery

This links in with Safety Inventions behaviour training and the awareness of trauma.

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