What does it mean to be trauma-informed?
The National Child Traumatic Stress Network (NCTSN) defines all trauma-informed child-and family -service systems as “one in which all parties involved recognize and respond to the impact of traumatic stress on those who have contact with the system including children, caregivers, staff, and service providers. Programs and agencies within such a system infuse and sustain trauma awareness, knowledge, and skills into their organizational cultures, practices, and policies. They act in collaboration with all those who are involved with the child, using the best available science, to maximize physical and psychological safety, facilitate the recovery or adjustment of the child and family, and support their ability to thrive.”
Trauma-informed approaches within any system aim to adhere to the “4Rs”:
- Realizing the widespread impact of trauma and pathways to recovery.
- Recognizing trauma signs and symptoms
- Responding by integrating knowledge about trauma into all facets of the system
- Resisting re-traumatization of trauma-impacted individuals by decreasing unnecessary triggers (i.e., trauma and loss reminders) and by implementing trauma-informed policies, procedures, and practices.
The widespread impact of trauma and pathways to recovery.
Trauma signs and symptoms.
By integrating knowledge about trauma into all facets of the system.
Re-traumatization of trauma-impacted individuals by decreasing unnecessary triggers (i.e., trauma and loss reminders) and by implementing trauma-informed policies, procedures, and practices.
Key Principles of Trauma-Informed Practices
- Trustworthiness and Transparency
- Peer Support
- Collaboration and Mutuality
- Empowerment, Voice, and Choice
- Cultural, Historical, and Gender Issues
Core Areas of a Trauma-Informed School
A trauma-informed school recognizes that trauma affects staff, students, families, communities, and systems. Thus organizational support, partnerships, and capacity-building are essential. The following represent 10 Core Areas for a trauma-informed school system and relevant tiered approaches within each area.
- Identifying and Assessing Traumatic Stress
- Addressing and Treating Traumatic Stress
- Trauma Education and Awareness
- Partnership with Students and Families
- Creating a Trauma-Informed Learning Environment (Social/Emotional Skills and Wellness)
- Cultural Responsiveness
- Emergency Management/Crisis Response
- Staff Self-Care and Secondary Traumatic Stress
- School Discipline Policies and Practices
- Cross System Collaboration and Community Partnerships
National Child Traumatic Stress Network, Schools Committee. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.
For a more in depth information please see Creating, Supporting, and Sustaining Trauma-Informed Schools: A System Framework