Trauma Informed Approach

Four Key Assumptions of the Trauma-Informed Approach (SAMHSA):
  1. Realization- All staff of the organization have a basic realization about trauma and its effect on students, families, and the community.  They understand that trauma has an impact on educational perfomance.
  2. Recognize-  It is vital that staff be highly skilled at recognizing the signs of trauma.  This may occur through conversations, screening, assessments, or collaboration with others.  
  3. Responds-​ There is an understanding that the traumatic experiences have an impact on all those involved (including others working with the student).  All staff must be actively implementing trauma sensitive practices throughout the school day (e.g., the staff greeting at the front door, the lunch staff interacting with the student, paraprofessionals assisting with work tasks).  Everything about the school environment must be focused on the areas of resilience, recovery, and healing.  This includes policies, motto, mission statements, and professional development.  Leadership and staff are committed to creating physical and psychological safe environments that promote truth, fairness, and transparency.  
  4.  Resist Re-Traumatization- Staff are cognizant of their practices and the potential for re-traumatizing students with previous histories of trauma.  Staff must learn to recognize their own emotional triggers that have the potential of leading to inadvertent actions or statements toward the student.  Additionally, staff must recognize when the use of restraint or seclusion my be re-traumatizing or interfere with the healing and recovery process.

Six Key Principles of a Trauma-Informed Approach

Safety

  • ​Both students and staff feel both physical and psychological safety
  • Environment is created with safety in mind
  • The safety of students is the highest priority
  • Staff have an awareness of the student's previously experienced trauma
  • Environment is inviting with shared spaces

Trustworthiness & Transparency

  • Organizational operations and decisions are done with transparency
  • Goal of building and maintaining trust with students and families
  • Sense of trust among staff members
  • All those involved with students are aware of the current needs and issues
BUILDING TRUSTING RELATIONSHIPS FOR SCHOOL IMPROVEMENT
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Peer Support

  • Social groups of similar peers
  • Collaboration with peers about their experiences
  • Promote mutual self-help among students
  • Build strong social ties among students
  • We learn from others who have had similar experiences

Collaboration & Mutuality

  • Strong relationships with students and staff
  • Active collaboration with parents and outside care providers
  • Shared power among student and staff
  • Everyone has a role in the trauma-informed approach
  • Collaboration with all role players (e.g., custodian, office staff, bus driver)

Empowerment, Voice, & Choice

  • Student strengths and experiences are recognized
  • School staff have a belief that all students can recover and heal from trauma
  • Recognition that focus on the recovery from trauma can unify the team
  • Both students and staff are encouraged and empowered
  • Students are actively involved in the process of recovery
  • Shared decision making and goal setting (student-led IEPs)
  • Cultivating of self-advocacy skills
  • Staff facilitate recovery, rather than dictate recovery
  • Appropriate organization support for teachers
  • Staff must feel safe just as much as students

Cultural, Historical, and Gender Issues

  • ​Organization moves past cultural stereotypes and biases
  • Incorporation of policies, protocols, and processes that are responsive to racial, ethnic, and cultural needs
  • Recognition of historical trauma