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Trauma-Informed Care in Schools
It is particularly important that any trauma-informed care program be applied to all children and not focus solely on children identified with trauma exposure: there is a correlation between achievement levels for all students when there is cohesion in the classroom, where the trauma- informed care approach has been adopted for the entire school . It produces less conflict and disorganization .49 Consequently, the trauma-sensitive approach will benefit all children in the school, not only those who have been subject to traumatic experiences .
One program that has achieved considerable success is the Trauma and Learning Policy Initiative (“TLPI”) . TLPI, in collaboration with Massachusetts Advocates for Children and Harvard Law School, has developed a framework (the “Flexible Framework”) that provides schools and educators with the tools for incorporating trauma-sensitive approaches . The approach has six key elements: 1) developing a schoolwide infrastructure and culture; 2) training staff; 3) developing relationships with mental health professionals; 4) incorporating academic instruction for children; 5) utilizing non-academic strategies; and 6) strengthening the school policies, procedures, and protocols .
These six factors provide the framework to establish trauma-informed schools . Additionally, the TLPI has a series of four key questions that assist a school in establishing the infrastructure and processes to be undertaken to set up such a program . The TLPI stresses that each school’s program is unique and that it is essential that the school engage in its own internal process to determine priorities and resolutions .50
TLPI identifies key components for any successful program .51 First, it is critical that the principal be an enthusiastic actor in order to effectively implement trauma-sensitivity into the school . Then there must be a coalition and strategic team in the school as well as advocates on the outside who are supportive of the transition . The school and district must assess their own resources, issues, priorities, and capabilities before even attempting to implement the framework .
In building the coalition and team, there must also be a sense of urgency . TLPI’s guide for Creating and Advocating for Trauma-Sensitive Schools stresses that this sense of commitment to change amongst a wide range of stakeholders is essential in transitioning to a trauma-sensitive school . Engaging in the process allows teachers, staff, and community members to transform the framework into actual program for positive change they may see within the school .52 The framework needs careful development within each school .
One essential aspect of trauma-informed schools is the creation of stable and supportive classrooms that are linked with mental health providers . The framework recommends a practicum model “in which staff interact with each other and with a mental health clinician who has expertise
49 ucla cenTer for menTal healTh in schools, school engagemenT, disengagemenT, learning supporTs, & school climaTe 17, available at http://smhp.psych.ucla.edu/pdfdocs/schooleng.pdf.
50 susan f. cole eT al, Trauma learning policy iniTiaTive: helping TraumaTized children learn, volume 2, creaTing and advocaTing for Trauma-sensiTive schools 28 (2013) [hereinafter hTcl vol. 2].
51 This summary of TLPI’s recommendations is, by no mean, exhaustive. TLPI’s materials discuss the steps to create programs in greater detail, Helping Traumatized Children Learn, and Creating and Advocating for Trauma-Sensitive Schools. We have chosen to highlight several points that have particular relevance to NYC schools.
52 hTcl vol. 2, supra note 50, at 37.
Impact: Collected Essays on the Threat of Economic Inequality