The DSBN uses a trauma-sensitive approach to help build positive school climates. This means making sure all students feel safe and feel that they belong at school. Students are also taught how to manage their emotions, handle stress, build healthy relationships, and make good choices.
“A trauma-sensitive school is a safe and supportive community that enables both students and adults to feel safe, build caring relationships with one another, regulate their feelings and behavior, as well as learn.” - Trauma and Learning Policy Initiative (TLPI)
What is Trauma-Sensitive Education?
At the DSBN, we know that trauma-sensitive classrooms are led by staff who understand trauma. We help all staff learn how trauma can affect children and how to notice possible signs in students. Staff are expected to use this understanding in their daily work and to avoid actions that could cause more harm.
Trauma-sensitive education is mainly about changing how we think and respond. When students keep showing challenging behaviour at school, people have often looked first for problems or diagnoses. A trauma-sensitive approach still considers a student’s strengths and needs, but it also encourages staff to respond with care and understanding. Instead of asking, “What is wrong with this student?” we ask, “What may have happened to this student?”
Adverse Childhood Experiences
Research over many years has helped us understand that childhood trauma, also called adverse childhood experiences (ACEs), is very common. ACEs can include abuse and neglect, as well as challenges at home such as mental illness, substance use, domestic violence, incarceration, or high-conflict divorce. Today, the meaning of childhood trauma also includes severe bullying, violence in the community, racism, and living in foster care. In Canada, four out of five adults say they have had at least one of these experiences as a child, and many have had more than one.
Research also shows that repeated exposure to ACEs can have serious and long-lasting effects. Traumatic events can affect a child’s sense of safety, stability, and healthy relationships with caregivers. Trauma can also cause toxic stress, which can weaken how a child’s brain and immune system develop over time. This can affect learning, behaviour, and both physical and mental health.
How Can Trauma-Sensitive Schools Help?
By using trauma-informed strategies, schools can help students learn, succeed, and stay involved in school. The DSBN is committed to helping staff understand trauma, raising awareness of how it can affect behaviour, and supporting all students at school.
Here are some ways we support students at school:
- helping students feel safe;
- helping students build healthy relationships with peers and adults;
- helping students handle stress and manage their emotions when they feel overwhelmed or shut down; and
- helping students build skills like decision-making, problem-solving, goal setting, and perseverance.
Trauma-sensitive discipline is also an important part of supporting students at school. In this approach, we first think about how an event affected the student’s relationships and how those relationships can be repaired. Consequences are used to help students learn and practice new skills.
Restorative practices are one example used across our system.
To learn more, visit the Progressive Discipline & Restorative Practices page.