Assignment Prompt & Instructions
– 2 years ago
**files (1)**
– ## 701FinalPaper.docx
**## 701FinalPaper.docx**
IMPACT OF STUDENT TRAUMA ON ACADEMIC ACHIEVEMENT 1
**Impact of Student Trauma on Academic Achievement**
Jalen McGhee
School of Education, Liberty University
**Author Note**
Jalen McGhee
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Jalen McGhee
Email:
[jmcghee19@liberty.edu](mailto:jmcghee19@liberty.edu)
**Abstract**
It is crucial to recognize that student trauma can significantly impact academic performance. When students undergo trauma, it can impede their cognitive, emotional, and social development. If left unaddressed, it can create obstacles to learning and academic success in the classroom. Having teachers who are trained to support students experiencing trauma can positively influence their overall school performance and contribute to a healthy school environment. Employing Maslow's Hierarchy of Needs can help in meeting the needs of students who have gone through traumatic events. This paper emphasizes the importance of addressing students dealing with trauma, and it explores effective methods for meeting their needs, including implementing trauma-informed teaching strategies, involving school counselors, and practicing mindfulness in classrooms.
_Keywords:_ Classroom management, Mindfulness, Motivation, Racial stress, Trauma, Trauma-informed teaching
Trauma is an emotional response to a distressing event, which can have an impact on an individual’s overall emotional, and physical well-being (Morton, 2022). The effects of trauma can be significant as students navigate their academic journey. Stratford et al. (2020) states that trauma can stem from numerous of sources such as abuse, neglect, and even natural disasters. By addressing the impacts of trauma, parents, teachers, school leaders and policy makers can better assistance students and help them increase their academic success.
There is a variety of different traumas. Acute trauma consists of a car accident, chronic trauma consists of exposure to stress-related events such as abuse or violence within a community, and lastly, complex trauma involves child abuse or domestic violence (Cruz-López et al., 2024). Each of these traumas can affect the way students develop and their academic performance.
The impact of trauma on academic achievement can have negative effects which can extend into adulthood when left not addressed. Students who have experienced some forms of traumatic event are more likely to have low educational attainment, lower grades, and dropout of school. These setbacks can hinder future opportunities for employment and overall well-being. Furthermore, the effects of trauma can lead to a series of disadvantages, where individuals can face adversities in adulthood such as substance abuse, mental health issues and become part of the criminal justice system (Saleem et al., 2021).
**Definition of Key Terms**
1.
_Classroom management_- Strategies implemented by teachers and school leaders to create a positive and successful learning environment (Morton, 2022).
2.
_Mindfulness-_ State of spirituality, self-reflection, and compassion (Kraemer-Holland, 2020).
3.
_Motivation-_ State of having goal driven behavior (Saleem et al., 2021).
4.
_Racial stress-_ Effect of racism on one's mental and physical health (Saleem et al., 2021)
5.
_Trauma-_ A dangerous, or violent event that causes psychological harm to someone’s life (Kraemer-Holland, 2020).
6.
_Trauma-informed teaching-_ strategy used by educators and schools to better assist students who’ve experienced a traumatic event ((Miller et al., 2022)
**Related Literature**
Howard et al. (2021) says that two-thirds of students have experienced some form of adverse childhood experience. For instance, many of these students have faced sexual abuse, neglect, witnessed domestic disputes, and been exposed to substance abuse, as well as physical and emotional abuse. The prevalence of trauma is particularly high among students from urban communities, including those living in poverty, racial and ethnic minorities, and students with disabilities
**.**
In the United States, the Latinx population is one the most diverse demographic groups that faces significant challenges that results in trauma, impacting their educational experience. One major since of trauma for Latinx students is immigration. Ramos-Salamanca et al. (2021) states that most Latinx students come from immigrant families and separation from families can be uneasy with uncertainty and stress. Moreover, for undocumented students, these uncertainties can lead to anxiety and a sense of vulnerability cause them to self-isolate from everyone around them.
Latinx students constantly encounter systemic discrimination and racism within the education system, manifesting in various forms of lower expectations from teachers and microaggressions from peers in their communities. Being marginalized, can erode their self-esteem and sense of belonging, contributing to feelings of isolation (Ramos-Salamanca et al. (2021). Socioeconomic factors also play a role in trauma within Latinx population. Many Latinx students live in low-income neighborhoods where schools are underfunded and have minimal number of resources (Saleem et al., 2021). These students often face additional stressors such as unstable housing and community violence. With many adversities Latinx students face leaving it unaddressed can make it more difficult for them to focus on their studies and engage fully in their school activities.
To successfully assistance Latinx students, it is important for educators and administrators to recognize and address these sources of trauma. Culturally responsive teaching practices, and trauma-informed care are big steps in ensuring that Latinx students can thrive in and outside of the classroom. With acknowledging the challenges faced by the Latinx population, providing them with the necessary tools can help diminish the impact of trauma and increase their success.
Due to a combination of social and economic factors that affect their communities, African Americans is another group of students who are faced with adversities. African American students often face challenges that stems from historical and ongoing racial discrimination, which can significantly impact their educational experience. Acknowledging and addressing these challenges are important for promoting the academic and personal success of African American students. One major source of trauma for African American student is racism and discrimination. Many of them encounter racial stereotypes and microaggressions that can affect their self-esteem (Saleem et al., 2021). The effect of these negative experiences can hinder their academic performance, and their overall quality of life.
Socioeconomic disparities further increasing trauma among African American students. Most African American families live under resourced communities, drugs and violence in their communities and have limited access to high quality instruction. With these adversities, these students are often faced with additional stressors similar to the Latinx population. To address trauma among African American community, schools must implement culturally responsive practices in schools. Creating safe and supportive learning environments where students feel appreciated and understood can be a start (Berger, 2019). By addressing the obstacles faced by African American students, educators and school leaders can create positive educational environments resulting in healing and increasing student’s academic performance.
To mitigate the impact of trauma or African American students, it is important to incorporate a trauma-informed approach in schools that can recognized the challenges faced in their community. For instance, creating a safe and supportive learning environment, implementing restorative justice strategies can help bridge the gap among students and their academic potential. Having the community involved is also important. School leaders, school counselors, and community organizations can work together address the foundation of trauma such as violence and poverty.
School counselors are essential for supporting students who’ve experienced some form of traumatic event. School counselors are positively placed to help students cope with long term effects of trauma ensuring they have an opportunity to succeed personally and academically. Berger et al. (2020) states that having school counselors can help identify signs of trauma and provide teachers and students with interventions. Furthermore, offering a safe space for students to express their emotions properly and develop coping strategies is key for addressing trauma (Howard et al., 2021). One positive way school counselors can students dealing with trauma is taking more of a traditional approach. Having one on one sessions can help meet the specific needs of these students. Within these sessions, counselors can help students manage their emotions, and students can talk more about their experience in a more private setting.
Aside from one-on-one counseling sessions, school counselors can help administrators, teachers and other staff members with creating trauma-informed curriculums. This approach can ensure that the school community is highly equipped to assistance students with trauma, ultimately reducing the risk of retraumatization (Gray et al., 2024). From one-on-one sessions, to creating trauma -informed curriculums, school counselors can help school leaders with teacher professional development.
Professional development for educators is important in helping students who have experienced trauma. Equipping teaches and school staff with appropriate skills can help improve school culture and improve the educational experience and outcomes for all students. Anderson et al. (2021) states that professional development can help enable teachers to better understand the impact of trauma on students. From these trainings, teachers can recognize signs and respond with empathy rather than disciplinary action. For instance, if a student is constantly being disruptive, teachers can figure what is causing the student to become disruptive rather than removing the child from class. In these trainings, teachers and school staff can collaborate to implement the best strategies in their classrooms and schools. For example, promoting mindfulness can help students manage stress and build resilience, which are important for their well-being.
Mindfulness is a unique tool for helping students who have experience trauma. Practicing mindfulness can be beneficial for students navigate the challenges of trauma and create more of a positive school experience (Kraemer-Holland, 2020). When integrated correctly, mindfulness can motivate students and educators to take control of their emotions. Kraemer-Holland also states that mindfulness offers a way to counteract with the effects of trauma by helping students develop a sense of safety and control over their experience. It can help students learn to observe their emotions without becoming overwhelmed.
Implementing mindfulness in the classroom can be simple techniques such as deep breathing, or meditations which can help one’s body to relax reducing their feelings of anxiety or stress. The benefits of mindfulness can improve student’s academic performance. (Kraemer-Holland, 2020) says that students who practice mindfulness find it easier to engage with their peers can retain information. By implementing mindfulness, it can help students feel more confident and can increase their academic performance.
In the classroom, teachers can help students cope with their trauma by creating a nurturing environment that fosters recovery and academic success (Miller et al., 2022). Trauma leaves students feeling unsafe and nervous which hinders their ability to focus and learn. Teachers can prevent this from happening by establishing clear, consistent routines and expectations. Doing this, can help students feel more secure and prepare themselves to what is expected next. Bulathwatta and Lakshika (2023) states that building strong and trusting relationships with students is another crucial part of helping those who have experienced trauma. Furthermore, Bulathwatta and Lakshika also states that teachers who responses with compassion and offers support helps students feel valued. They are more likely to open about their experience and feelings.
Teachers can also have trauma-informed teaching strategies which are vital with helping students succeed academically. Promoting a positive classroom culture with peer support is another way to help students with trauma. By encouraging collaborative activities can help students feel connected and supported by their peers (Miller et al., 2022). Lastly, teachers can use positive reinforcement that acknowledges their student’s efforts and accomplishments which encourages them to be engaged their learning. Classroom management and positive reinforcement can help support students who may have experienced trauma. Having great classroom management strategies is the foundation of stable and productive learning environment.
Positive reinforcement is a major tool in promoting positive behaviors. Teachers who reward positive behavior can assistance in developing a more positive sense of accomplishment which can help motivate students in the process (Bulathwatta & Lakshika, 2023). Bulathwatta & Lakshika further states that verbal praise, stickers, positive phone call homes and extra privileges can be a form for positive reinforcement strategies teachers can implement in the classroom. Overall, effective classroom management with positive reinforcement strategies creates and nurturing and supportive environment students all students can thrive. Proving stability can help students overcome their challenges and achieve academic success in the educational realm.
**Learning Theory Association**
To better address and assist student trauma, school leaders and educators need to follow Maslow’s Hierarchy of Needs. Though Lev Vygotsky’s Cognitive Development theory can help meet the needs of students, more of Maslow’s approach is best to understand how trauma affects the learning process. According Schunk (2020), a psychological theory is arranged in a hierarchy, with basic needs at the bottom that must be met before one can move to a higher level of needs. Students who have experienced trauma often struggle to meet their physiological and safety needs. If a student’s need is unmet, their ability to engage in academic tasks can be impaired (Crandall et al., 2019).
Trauma can make it difficult for students to feel secure, affecting their ability to concentrate and attend school. Crandall et al. (2019) states traumatized students can have feelings of isolation or alienation, struggle with low self-esteem. Understanding Maslow’s Hierarchy of Needs can help teachers recognized that student’s needs must be addressed in order for learning to begin. It provides a framework for understanding how trauma affects students’ ability to learn. With addressing student’s basic needs, educators, school leaders and community members can help create conditions necessary for learning and personal growth.
**Gaps in the Research**
There are numerous of studies on student trauma which made significant strides in understanding how adverse experiences affects children in educational settings. Despite these advances, there are gaps in research limiting the ability of educators and policymakers to successfully assistance students who have experienced trauma. One critical component that is missing is diversity and intersectionality in trauma research. Most studies focus on trauma but fail to focus on race, gender, and socioeconomic status (Saleem et al., 2021). African American and Latinx students face unique, but the same form of trauma related to racism while students who identify themselves as LGTBQ experience discrimination and questioning their identity.
Another gap in research is the long-term impact of trauma. Berger (2019) says that understanding the long-term of student trauma is key for understanding how trauma affects students over time. For example, for students who have experienced trauma during childhood is different to those who had experience in adolescent years and adulthood. Addressing these differences can help school leaders create interventions that can better assist the needs for students at different stages in their live.
**Biblical Worldview**
In Christian teachings, trauma is seen a part of human condition which is resulted from brokenness or sin. Academic achievement is significantly impacted by trauma. “Be careful for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ Jesus “(
_The New King James Version_, 1982, Philippians 4:6- 4:7). Which encourages believers to bring their worries or stressors to God in prayer. Teachers provide mentorships and guidance which can help their students move through their challenges which is also aligned with a biological perspective with supporting others in their journey. Teachers emphasize compassion, faith and sense of belonging with their students which is a vital role in addressing trauma. By integrating these concepts, students can navigate through their challenges and being to thrive inside and outside of the classroom.
`
**Conclusion**
Trauma is a difficult issue that impacts a child’s learning and development. In the educational system, addressing trauma is vital for fostering resilience, and academic success. Understanding the signs of trauma and acknowledging the effects are the first key steps in implementing trauma-informed practices. Creating trauma-informed schools requires changing how educators, school leaders, and community members interact with students. Building strong positive teacher-student relationships is another key role in helping students who’ve faced trauma. When students feel welcome, understood, and supported, they are more likely to develop positive relationships with their peers.
Trauma can affect students socially, emotionally, and behaviorally. Socially, it can hinder one’s way of communicating effectively with their peers. Having positive relationships is key to creating a productive learning environment. Emotionally, students who are experiencing trauma can have feelings of anxiety and depression. Those who are dealing with these feelings can become overwhelmed by academic demands which can take a toll on their overall well-being. Behaviorally, students will begin to disrupt the learning environment causing their achievement performance to decline.
Schools must collaborate with school counselors to create coping strategies so students can become better at handling their emotions and expressing themselves. Addressing student trauma is about creating an environment where everyone from students to teachers to school leaders feels valued, welcomed, and supported. Trauma affects the cognitive, emotional, behavioral, and social aspects of a student’s life, and understanding the long-term effects of trauma can help students become resilient and help them achieve their full potential despite challenges thrown at them.
**References**
Anderson, K. M., Haynes, J. D., Ilesanmi, I., & Conner, N. E. (2021). Teacher Professional Development on Trauma-Informed Care: Tapping into Students’ Inner Emotional Worlds.
_Journal of Education for Students Placed at Risk (JESPAR)_,
_27_(1), 59–79.
[https://doi.org/10.1080/10824669.2021.1977132](https://doi.org/10.1080/10824669.2021.1977132)
Berger, E. (2019). Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic review.
_School Mental Health_,
_11_(4), 650–664.
[https://doi.org/10.1007/s12310-019-09326-0](https://doi.org/10.1007/s12310-019-09326-0)
Berger, E., Martin, K., & Phal, A. (2020). Dealing with Student Trauma: Exploring School Leadership Experiences and Impact.
_Leadership and Policy in Schools_,
_21_(4), 780–790.
[https://doi.org/10.1080/15700763.2020.1836231](https://doi.org/10.1080/15700763.2020.1836231)
Bulathwatta, A., & Lakshika, R. (2023). Role of emotional creativity and achievement motivation on trauma symptoms among university students.
_Frontiers in Psychology_,
_14_.
[https://doi.org/10.3389/fpsyg.2023.1203226](https://doi.org/10.3389/fpsyg.2023.1203226)
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2019). Maslow’s Hierarchy of Needs as a framework for understanding adolescent depressive symptoms over time.
_Journal of Child and Family Studies_,
_29_(2), 273–281.
[https://doi.org/10.1007/s10826-019-01577-4](https://doi.org/10.1007/s10826-019-01577-4)
Cruz-López, I., Evans-McCleon, T. N., Looby, E. J., Wei, T., & Gadke, D. L. (2024). Universal Behavioral Screening: inclusion of student’s trauma symptoms and hurricane exposure.
_Journal of Applied School Psychology_, 1–21.
[https://doi.org/10.1080/15377903.2024.2353921](https://doi.org/10.1080/15377903.2024.2353921)
Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A., Lester, P., Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of students in special education through a Trauma-Informed Resilience Curriculum.
_Social Work in Public Health_,
_39_(5), 405–421.
[https://doi.org/10.1080/19371918.2024.2316866](https://doi.org/10.1080/19371918.2024.2316866)
Howard, J., L’Estrange, L., & Brown, M. (2021). The School Counsellor’s role in Trauma-Aware Education.
_Journal of Psychologists and Counsellors in Schools_,
_32_(2), 243–253.
[https://doi.org/10.1017/jgc.2021.32](https://doi.org/10.1017/jgc.2021.32)
Kraemer-Holland, A. (2020). Addressing trauma and empowering students through school-based mindfulness practices.
_Contemporary Justice Review_,
_24_(1), 107–122.
[https://doi.org/10.1080/10282580.2020.1819802](https://doi.org/10.1080/10282580.2020.1819802)
Miller, K., Stipp, K. F., & Bazemore-Bertrand, S. (2022). Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences.
_Teacher Development_,
_27_(1), 55–74.
[https://doi.org/10.1080/13664530.2022.2146180](https://doi.org/10.1080/13664530.2022.2146180)
Morton, B. M. (2022). Trauma-Informed school practices: Creating positive classroom culture.
_Middle School Journal_,
_53_(4), 20–27.
[https://doi.org/10.1080/00940771.2022.2096817](https://doi.org/10.1080/00940771.2022.2096817)
Ramos-Salamanca, L., Zax, A., & Gudiño, O. G. (2021). Exposure to violence, coping, and academic achievement in Latinx adolescents.
_School Mental Health_,
_14_(3), 598–607.
[https://doi.org/10.1007/s12310-021-09484-0](https://doi.org/10.1007/s12310-021-09484-0)
Saleem, F. T., Howard, T. C., & Langley, A. K. (2021). Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing.
_Psychology in the Schools_,
_59_(12), 2506–2521.
[https://doi.org/10.1002/pits.22615](https://doi.org/10.1002/pits.22615)
Schunk, D. H. (2020).
_Learning theories: An Educational Perspective_ (8th ed.).
Stratford, B., Cook, E., Hanneke, R., Katz, E., Seok, D., Steed, H., Fulks, E., Lessans, A., & Temkin, D. (2020). A scoping review of School-Based efforts to support students who have experienced trauma.
_School Mental Health_,
_12_(3), 442–477.
[https://doi.org/10.1007/s12310-020-09368-9](https://doi.org/10.1007/s12310-020-09368-9)
**## 701FinalPaper.docx**
IMPACT OF STUDENT TRAUMA ON ACADEMIC ACHIEVEMENT 1
**Impact of Student Trauma on Academic Achievement**
Jalen McGhee
School of Education, Liberty University
**Author Note**
Jalen McGhee
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Jalen McGhee
Email:
[jmcghee19@liberty.edu](mailto:jmcghee19@liberty.edu)
**Abstract**
It is crucial to recognize that student trauma can significantly impact academic performance. When students undergo trauma, it can impede their cognitive, emotional, and social development. If left unaddressed, it can create obstacles to learning and academic success in the classroom. Having teachers who are trained to support students experiencing trauma can positively influence their overall school performance and contribute to a healthy school environment. Employing Maslow's Hierarchy of Needs can help in meeting the needs of students who have gone through traumatic events. This paper emphasizes the importance of addressing students dealing with trauma, and it explores effective methods for meeting their needs, including implementing trauma-informed teaching strategies, involving school counselors, and practicing mindfulness in classrooms.
_Keywords:_ Classroom management, Mindfulness, Motivation, Racial stress, Trauma, Trauma-informed teaching
Trauma is an emotional response to a distressing event, which can have an impact on an individual’s overall emotional, and physical well-being (Morton, 2022). The effects of trauma can be significant as students navigate their academic journey. Stratford et al. (2020) states that trauma can stem from numerous of sources such as abuse, neglect, and even natural disasters. By addressing the impacts of trauma, parents, teachers, school leaders and policy makers can better assistance students and help them increase their academic success.
There is a variety of different traumas. Acute trauma consists of a car accident, chronic trauma consists of exposure to stress-related events such as abuse or violence within a community, and lastly, complex trauma involves child abuse or domestic violence (Cruz-López et al., 2024). Each of these traumas can affect the way students develop and their academic performance.
The impact of trauma on academic achievement can have negative effects which can extend into adulthood when left not addressed. Students who have experienced some forms of traumatic event are more likely to have low educational attainment, lower grades, and dropout of school. These setbacks can hinder future opportunities for employment and overall well-being. Furthermore, the effects of trauma can lead to a series of disadvantages, where individuals can face adversities in adulthood such as substance abuse, mental health issues and become part of the criminal justice system (Saleem et al., 2021).
**Definition of Key Terms**
1.
_Classroom management_- Strategies implemented by teachers and school leaders to create a positive and successful learning environment (Morton, 2022).
2.
_Mindfulness-_ State of spirituality, self-reflection, and compassion (Kraemer-Holland, 2020).
3.
_Motivation-_ State of having goal driven behavior (Saleem et al., 2021).
4.
_Racial stress-_ Effect of racism on one's mental and physical health (Saleem et al., 2021)
5.
_Trauma-_ A dangerous, or violent event that causes psychological harm to someone’s life (Kraemer-Holland, 2020).
6.
_Trauma-informed teaching-_ strategy used by educators and schools to better assist students who’ve experienced a traumatic event ((Miller et al., 2022)
**Related Literature**
Howard et al. (2021) says that two-thirds of students have experienced some form of adverse childhood experience. For instance, many of these students have faced sexual abuse, neglect, witnessed domestic disputes, and been exposed to substance abuse, as well as physical and emotional abuse. The prevalence of trauma is particularly high among students from urban communities, including those living in poverty, racial and ethnic minorities, and students with disabilities
**.**
In the United States, the Latinx population is one the most diverse demographic groups that faces significant challenges that results in trauma, impacting their educational experience. One major since of trauma for Latinx students is immigration. Ramos-Salamanca et al. (2021) states that most Latinx students come from immigrant families and separation from families can be uneasy with uncertainty and stress. Moreover, for undocumented students, these uncertainties can lead to anxiety and a sense of vulnerability cause them to self-isolate from everyone around them.
Latinx students constantly encounter systemic discrimination and racism within the education system, manifesting in various forms of lower expectations from teachers and microaggressions from peers in their communities. Being marginalized, can erode their self-esteem and sense of belonging, contributing to feelings of isolation (Ramos-Salamanca et al. (2021). Socioeconomic factors also play a role in trauma within Latinx population. Many Latinx students live in low-income neighborhoods where schools are underfunded and have minimal number of resources (Saleem et al., 2021). These students often face additional stressors such as unstable housing and community violence. With many adversities Latinx students face leaving it unaddressed can make it more difficult for them to focus on their studies and engage fully in their school activities.
To successfully assistance Latinx students, it is important for educators and administrators to recognize and address these sources of trauma. Culturally responsive teaching practices, and trauma-informed care are big steps in ensuring that Latinx students can thrive in and outside of the classroom. With acknowledging the challenges faced by the Latinx population, providing them with the necessary tools can help diminish the impact of trauma and increase their success.
Due to a combination of social and economic factors that affect their communities, African Americans is another group of students who are faced with adversities. African American students often face challenges that stems from historical and ongoing racial discrimination, which can significantly impact their educational experience. Acknowledging and addressing these challenges are important for promoting the academic and personal success of African American students. One major source of trauma for African American student is racism and discrimination. Many of them encounter racial stereotypes and microaggressions that can affect their self-esteem (Saleem et al., 2021). The effect of these negative experiences can hinder their academic performance, and their overall quality of life.
Socioeconomic disparities further increasing trauma among African American students. Most African American families live under resourced communities, drugs and violence in their communities and have limited access to high quality instruction. With these adversities, these students are often faced with additional stressors similar to the Latinx population. To address trauma among African American community, schools must implement culturally responsive practices in schools. Creating safe and supportive learning environments where students feel appreciated and understood can be a start (Berger, 2019). By addressing the obstacles faced by African American students, educators and school leaders can create positive educational environments resulting in healing and increasing student’s academic performance.
To mitigate the impact of trauma or African American students, it is important to incorporate a trauma-informed approach in schools that can recognized the challenges faced in their community. For instance, creating a safe and supportive learning environment, implementing restorative justice strategies can help bridge the gap among students and their academic potential. Having the community involved is also important. School leaders, school counselors, and community organizations can work together address the foundation of trauma such as violence and poverty.
School counselors are essential for supporting students who’ve experienced some form of traumatic event. School counselors are positively placed to help students cope with long term effects of trauma ensuring they have an opportunity to succeed personally and academically. Berger et al. (2020) states that having school counselors can help identify signs of trauma and provide teachers and students with interventions. Furthermore, offering a safe space for students to express their emotions properly and develop coping strategies is key for addressing trauma (Howard et al., 2021). One positive way school counselors can students dealing with trauma is taking more of a traditional approach. Having one on one sessions can help meet the specific needs of these students. Within these sessions, counselors can help students manage their emotions, and students can talk more about their experience in a more private setting.
Aside from one-on-one counseling sessions, school counselors can help administrators, teachers and other staff members with creating trauma-informed curriculums. This approach can ensure that the school community is highly equipped to assistance students with trauma, ultimately reducing the risk of retraumatization (Gray et al., 2024). From one-on-one sessions, to creating trauma -informed curriculums, school counselors can help school leaders with teacher professional development.
Professional development for educators is important in helping students who have experienced trauma. Equipping teaches and school staff with appropriate skills can help improve school culture and improve the educational experience and outcomes for all students. Anderson et al. (2021) states that professional development can help enable teachers to better understand the impact of trauma on students. From these trainings, teachers can recognize signs and respond with empathy rather than disciplinary action. For instance, if a student is constantly being disruptive, teachers can figure what is causing the student to become disruptive rather than removing the child from class. In these trainings, teachers and school staff can collaborate to implement the best strategies in their classrooms and schools. For example, promoting mindfulness can help students manage stress and build resilience, which are important for their well-being.
Mindfulness is a unique tool for helping students who have experience trauma. Practicing mindfulness can be beneficial for students navigate the challenges of trauma and create more of a positive school experience (Kraemer-Holland, 2020). When integrated correctly, mindfulness can motivate students and educators to take control of their emotions. Kraemer-Holland also states that mindfulness offers a way to counteract with the effects of trauma by helping students develop a sense of safety and control over their experience. It can help students learn to observe their emotions without becoming overwhelmed.
Implementing mindfulness in the classroom can be simple techniques such as deep breathing, or meditations which can help one’s body to relax reducing their feelings of anxiety or stress. The benefits of mindfulness can improve student’s academic performance. (Kraemer-Holland, 2020) says that students who practice mindfulness find it easier to engage with their peers can retain information. By implementing mindfulness, it can help students feel more confident and can increase their academic performance.
In the classroom, teachers can help students cope with their trauma by creating a nurturing environment that fosters recovery and academic success (Miller et al., 2022). Trauma leaves students feeling unsafe and nervous which hinders their ability to focus and learn. Teachers can prevent this from happening by establishing clear, consistent routines and expectations. Doing this, can help students feel more secure and prepare themselves to what is expected next. Bulathwatta and Lakshika (2023) states that building strong and trusting relationships with students is another crucial part of helping those who have experienced trauma. Furthermore, Bulathwatta and Lakshika also states that teachers who responses with compassion and offers support helps students feel valued. They are more likely to open about their experience and feelings.
Teachers can also have trauma-informed teaching strategies which are vital with helping students succeed academically. Promoting a positive classroom culture with peer support is another way to help students with trauma. By encouraging collaborative activities can help students feel connected and supported by their peers (Miller et al., 2022). Lastly, teachers can use positive reinforcement that acknowledges their student’s efforts and accomplishments which encourages them to be engaged their learning. Classroom management and positive reinforcement can help support students who may have experienced trauma. Having great classroom management strategies is the foundation of stable and productive learning environment.
Positive reinforcement is a major tool in promoting positive behaviors. Teachers who reward positive behavior can assistance in developing a more positive sense of accomplishment which can help motivate students in the process (Bulathwatta & Lakshika, 2023). Bulathwatta & Lakshika further states that verbal praise, stickers, positive phone call homes and extra privileges can be a form for positive reinforcement strategies teachers can implement in the classroom. Overall, effective classroom management with positive reinforcement strategies creates and nurturing and supportive environment students all students can thrive. Proving stability can help students overcome their challenges and achieve academic success in the educational realm.
**Learning Theory Association**
To better address and assist student trauma, school leaders and educators need to follow Maslow’s Hierarchy of Needs. Though Lev Vygotsky’s Cognitive Development theory can help meet the needs of students, more of Maslow’s approach is best to understand how trauma affects the learning process. According Schunk (2020), a psychological theory is arranged in a hierarchy, with basic needs at the bottom that must be met before one can move to a higher level of needs. Students who have experienced trauma often struggle to meet their physiological and safety needs. If a student’s need is unmet, their ability to engage in academic tasks can be impaired (Crandall et al., 2019).
Trauma can make it difficult for students to feel secure, affecting their ability to concentrate and attend school. Crandall et al. (2019) states traumatized students can have feelings of isolation or alienation, struggle with low self-esteem. Understanding Maslow’s Hierarchy of Needs can help teachers recognized that student’s needs must be addressed in order for learning to begin. It provides a framework for understanding how trauma affects students’ ability to learn. With addressing student’s basic needs, educators, school leaders and community members can help create conditions necessary for learning and personal growth.
**Gaps in the Research**
There are numerous of studies on student trauma which made significant strides in understanding how adverse experiences affects children in educational settings. Despite these advances, there are gaps in research limiting the ability of educators and policymakers to successfully assistance students who have experienced trauma. One critical component that is missing is diversity and intersectionality in trauma research. Most studies focus on trauma but fail to focus on race, gender, and socioeconomic status (Saleem et al., 2021). African American and Latinx students face unique, but the same form of trauma related to racism while students who identify themselves as LGTBQ experience discrimination and questioning their identity.
Another gap in research is the long-term impact of trauma. Berger (2019) says that understanding the long-term of student trauma is key for understanding how trauma affects students over time. For example, for students who have experienced trauma during childhood is different to those who had experience in adolescent years and adulthood. Addressing these differences can help school leaders create interventions that can better assist the needs for students at different stages in their live.
**Biblical Worldview**
In Christian teachings, trauma is seen a part of human condition which is resulted from brokenness or sin. Academic achievement is significantly impacted by trauma. “Be careful for nothing; but in everything by prayer and supplication with thanksgiving let your requests be made known unto God And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ Jesus “(
_The New King James Version_, 1982, Philippians 4:6- 4:7). Which encourages believers to bring their worries or stressors to God in prayer. Teachers provide mentorships and guidance which can help their students move through their challenges which is also aligned with a biological perspective with supporting others in their journey. Teachers emphasize compassion, faith and sense of belonging with their students which is a vital role in addressing trauma. By integrating these concepts, students can navigate through their challenges and being to thrive inside and outside of the classroom.
`
**Conclusion**
Trauma is a difficult issue that impacts a child’s learning and development. In the educational system, addressing trauma is vital for fostering resilience, and academic success. Understanding the signs of trauma and acknowledging the effects are the first key steps in implementing trauma-informed practices. Creating trauma-informed schools requires changing how educators, school leaders, and community members interact with students. Building strong positive teacher-student relationships is another key role in helping students who’ve faced trauma. When students feel welcome, understood, and supported, they are more likely to develop positive relationships with their peers.
Trauma can affect students socially, emotionally, and behaviorally. Socially, it can hinder one’s way of communicating effectively with their peers. Having positive relationships is key to creating a productive learning environment. Emotionally, students who are experiencing trauma can have feelings of anxiety and depression. Those who are dealing with these feelings can become overwhelmed by academic demands which can take a toll on their overall well-being. Behaviorally, students will begin to disrupt the learning environment causing their achievement performance to decline.
Schools must collaborate with school counselors to create coping strategies so students can become better at handling their emotions and expressing themselves. Addressing student trauma is about creating an environment where everyone from students to teachers to school leaders feels valued, welcomed, and supported. Trauma affects the cognitive, emotional, behavioral, and social aspects of a student’s life, and understanding the long-term effects of trauma can help students become resilient and help them achieve their full potential despite challenges thrown at them.
**References**
Anderson, K. M., Haynes, J. D., Ilesanmi, I., & Conner, N. E. (2021). Teacher Professional Development on Trauma-Informed Care: Tapping into Students’ Inner Emotional Worlds.
_Journal of Education for Students Placed at Risk (JESPAR)_,
_27_(1), 59–79.
[https://doi.org/10.1080/10824669.2021.1977132](https://doi.org/10.1080/10824669.2021.1977132)
Berger, E. (2019). Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic review.
_School Mental Health_,
_11_(4), 650–664.
[https://doi.org/10.1007/s12310-019-09326-0](https://doi.org/10.1007/s12310-019-09326-0)
Berger, E., Martin, K., & Phal, A. (2020). Dealing with Student Trauma: Exploring School Leadership Experiences and Impact.
_Leadership and Policy in Schools_,
_21_(4), 780–790.
[https://doi.org/10.1080/15700763.2020.1836231](https://doi.org/10.1080/15700763.2020.1836231)
Bulathwatta, A., & Lakshika, R. (2023). Role of emotional creativity and achievement motivation on trauma symptoms among university students.
_Frontiers in Psychology_,
_14_.
[https://doi.org/10.3389/fpsyg.2023.1203226](https://doi.org/10.3389/fpsyg.2023.1203226)
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2019). Maslow’s Hierarchy of Needs as a framework for understanding adolescent depressive symptoms over time.
_Journal of Child and Family Studies_,
_29_(2), 273–281.
[https://doi.org/10.1007/s10826-019-01577-4](https://doi.org/10.1007/s10826-019-01577-4)
Cruz-López, I., Evans-McCleon, T. N., Looby, E. J., Wei, T., & Gadke, D. L. (2024). Universal Behavioral Screening: inclusion of student’s trauma symptoms and hurricane exposure.
_Journal of Applied School Psychology_, 1–21.
[https://doi.org/10.1080/15377903.2024.2353921](https://doi.org/10.1080/15377903.2024.2353921)
Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A., Lester, P., Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of students in special education through a Trauma-Informed Resilience Curriculum.
_Social Work in Public Health_,
_39_(5), 405–421.
[https://doi.org/10.1080/19371918.2024.2316866](https://doi.org/10.1080/19371918.2024.2316866)
Howard, J., L’Estrange, L., & Brown, M. (2021). The School Counsellor’s role in Trauma-Aware Education.
_Journal of Psychologists and Counsellors in Schools_,
_32_(2), 243–253.
[https://doi.org/10.1017/jgc.2021.32](https://doi.org/10.1017/jgc.2021.32)
Kraemer-Holland, A. (2020). Addressing trauma and empowering students through school-based mindfulness practices.
_Contemporary Justice Review_,
_24_(1), 107–122.
[https://doi.org/10.1080/10282580.2020.1819802](https://doi.org/10.1080/10282580.2020.1819802)
Miller, K., Stipp, K. F., & Bazemore-Bertrand, S. (2022). Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences.
_Teacher Development_,
_27_(1), 55–74.
[https://doi.org/10.1080/13664530.2022.2146180](https://doi.org/10.1080/13664530.2022.2146180)
Morton, B. M. (2022). Trauma-Informed school practices: Creating positive classroom culture.
_Middle School Journal_,
_53_(4), 20–27.
[https://doi.org/10.1080/00940771.2022.2096817](https://doi.org/10.1080/00940771.2022.2096817)
Ramos-Salamanca, L., Zax, A., & Gudiño, O. G. (2021). Exposure to violence, coping, and academic achievement in Latinx adolescents.
_School Mental Health_,
_14_(3), 598–607.
[https://doi.org/10.1007/s12310-021-09484-0](https://doi.org/10.1007/s12310-021-09484-0)
Saleem, F. T., Howard, T. C., & Langley, A. K. (2021). Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing.
_Psychology in the Schools_,
_59_(12), 2506–2521.
[https://doi.org/10.1002/pits.22615](https://doi.org/10.1002/pits.22615)
Schunk, D. H. (2020).
_Learning theories: An Educational Perspective_ (8th ed.).
Stratford, B., Cook, E., Hanneke, R., Katz, E., Seok, D., Steed, H., Fulks, E., Lessans, A., & Temkin, D. (2020). A scoping review of School-Based efforts to support students who have experienced trauma.
_School Mental Health_,
_12_(3), 442–477.
[https://doi.org/10.1007/s12310-020-09368-9](https://doi.org/10.1007/s12310-020-09368-9)