.

Childhood trauma, particularly early-life experiences, can significantly hinder a student’s ability to engage academically, often leading to disruptive or unsafe behaviors in the classroom. For school administrators, establishing trauma-informed systems is essential to fostering a safe learning environment, promoting academic success, and supporting staff well-being.

What is Trauma-Informed Care?
Trauma-informed care involves recognizing the widespread impact of trauma and integrating this understanding into policies, procedures, and practices. It aims to promote recovery and prevent re-traumatization by creating environments where trauma’s signs and symptoms are recognized, and appropriate responses are in place (SAMHSA, 2011).

Core Principles of Trauma-Informed Care (adapted from SAMHSA, 2011):

Safety: Ensuring physical and psychological safety for students, families, and staff.

Trustworthiness and Transparency: School operations are conducted transparently, fostering trust among all stakeholders.

Peer Support and Mutual Self-Help: Promoting collaboration to build trust and empowerment.

Collaboration and Mutuality: Fostering equal power dynamics between staff, students, and families, with shared decision-making.

Empowerment, Voice, and Choice: Recognizing strengths and encouraging choice, resilience, and recovery.

Trauma-Sensitive Schools Defined
A trauma-sensitive school is one where all students feel safe, welcomed, and supported (Cole et al., 2013). Trauma-informed education helps students build positive relationships, regulate their emotions, and develop the confidence to learn. Implementing trauma sensitivity will look different at each school, but a shared understanding of its principles can unify educators, parents, and policymakers around a common vision (Trauma and Learning Policy Initiative, n.d.).

Steps Toward Becoming a Trauma-Sensitive School

Commit to trauma-sensitive practices and communicate this commitment.
Develop a core team that includes supporters and potential challengers.
Engage in self-assessment regarding trauma-informed care.
Focus on building strengths and eliciting input from all stakeholders.
Develop a responsive plan that incorporates feedback.
Launch a community awareness event (e.g., “Resilience” or “Paper Tigers” screening).
Provide foundational trauma-sensitive training for all staff.
Establish ongoing professional learning opportunities through communities of practice.

By integrating trauma-informed principles, administrators can lead the transformation of schools into environments where both staff and students thrive, enhancing overall educational outcomes and well-being.

The Trauma-Informed School Administrator: Leadership Qualities
Trauma-sensitive school leaders must be approachable, transparent, and supportive, showing appreciation for staff while fostering collaborative relationships. Administrators should demonstrate the ability to consider various perspectives and engage in constructive dialogue to maintain a supportive work environment.

Administrator Actions for Creating Trauma-Sensitive Schools:

Lead trauma-sensitive school (TSS) initiatives.
Foster a positive school climate.
Support staff participation in trauma-sensitive activities.
Review and revise discipline policies.
Develop a tiered system of support for students.
Address staff secondary trauma (STS).
Enhance family and community collaboration.

References
Cole, S., Eisner, M., Gregory, M., & Ristuccia, J. (2013). Helping Traumatized Children Learn: A Report and Policy Agenda. Trauma and Learning Policy Initiative.

SAMHSA. (2011). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. Substance Abuse and Mental Health Services Administration.

Trauma and Learning Policy Initiative. (n.d.). What is a Trauma-Sensitive School?. Retrieved from [website].