The second common attribute of a trauma-sensitive school is that the school supports all students to feel safe-physically, socially, emotionally, and academically. A child’s traumatic response, and the associated difficulty in learning, are often rooted in real or perceived threats to his or her safety, undermining their fundamental sense of well-being. Because of this, it is important to ensure that students feel safe, not just in their classrooms but also on the playground, in the hallway, in the cafeteria, on the bus, in the gym, and on the walk to and from school.
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The first attribute of a trauma-sensitive school is that leadership and staff share an understanding of trauma’s impacts on learning and the need for a school-wide approach. This awareness is the critical first step in creating a trauma-sensitive school. All staff—educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, and paraprofessionals—should understand that adverse experiences in the lives of children are exceedingly common and that the impact of these experiences on child development can play a major role in the learning, behavioral, and relationship difficulties faced by many students.
A trauma-sensitive school is one where all students feel safe, welcomed, and supported and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission. It is a place where an ongoing, inquiry-based process allows for teamwork, coordination, creativity, and sharing of responsibility for all students, and where continuous learning is for educators as well as students.