Through a national survey and more than 150 research interviews, EAB has identified the majority of educators feel ill-equipped to recognize signs and symptoms of trauma and manage students’ resulting social, emotional, and behavioral challenges in a supportive way.
Many school systems are struggling to follow through on systemic change in taking a trauma-informed approach to educating students. In most cases, efforts are enacted at the individual staff level (e.g., leading small book reads, attending conferences) or through district-sponsored training that is optional for interested staff.
Adopting a trauma-sensitive approach to education requires ongoing commitment from staff to create a safe school environment, implement restorative practices, and build student skills through positive social, emotional, and behavioral supports. To promote efficacy and long-term sustainability, districts must also mitigate the mental and emotional demands placed on staff supporting students with a history of trauma.