The document discusses the importance of trauma-informed classrooms to support children who have experienced trauma, emphasizing empathy and understanding over behavioral correction. It highlights the prevalence of trauma in U.S. children and the need for educators to be equipped with resources and strategies to foster a supportive environment. The research involved a literature review and community interviews, revealing challenges related to addressing trauma in educational settings.

1. Mental Health and the Benefits of Trauma Informed Classrooms
Jennifer Hunter
Andrea McIntosh
Samantha Jimenez
Enedina Mendoza
Tommie Billingslea
Emmanuel Pena
Saniqua Thompson
Chiquida Lowe

2. In order to provide a loving environment to support children, we must
empathize and show respect to the way our children decide to go through any
trauma and build a support system within the classroom. Children who are
exposed to stress or traumatic events struggle with behavior, it's not about
changing the behavior but understanding the behavior and helping them deal
with it instead of being against them.
Benefits of a Trauma-Informed Classroom and How it Impacts the
Socio-emotional Mental Health of Children and Families
This research and composition was done on Yakama and Puyallup Lands.

3. Literature Review
“Keep in mind that this is not a ‘program’ or about ‘those kids’. Creating trauma-informed sensitive schools
embraces empathy as its roadmap, acknowledges individuals as each having unique experiences, and those
experiences if properly cultivated can strengthen the village.”
– Jim Walters
● Gerber, Andrew(2022)Effects of Trauma in the Brain, The Medical Director of Silver Hills Hospital in
Connecticut places emphasis on the effects of trauma on the brain, he described the fact that,
“trauma puts the child’s mind and the body into flight-or-flight mode and redirects energy away
from more sophisticated developmental needs, like well-tuned emotion regulation, cognitive
processes (such as attention), and high-level social cognition like identity and relationship
formation”. (p.1)
● Hooks, bell (1994)Trauma Informed Classroom
● Sanchez, Lori (N.D) Understanding Trauma

4. Methodology
We used participatory method in this collaborative research project on
Adverse Childhood Experiences (ACE’s) Within our research we
completed a literature review, interviewed several community experts on
the topic, and shared our life experiences with trauma.

5. Results
● More than half of all U.S children have experienced some kind of
trauma.
Abuse, neglect, violence, or challenging household circumstance
● 35% of children have experienced more than one type of traumatic
event.
● parent-report data currently available indicates a prekindergarten
expulsion rate of 16.7 children per 1,0004 due to traumatic
experiences.
● This is almost double the Washington ECEAP5 expulsion rate of 8.73
per 1,000 from Walter Gilliam’s 2005 study.

6. Discussion
After analyzing the data collected in our participatory
research, many challenges presented themselves. One of them
being not being able to interview children. This was in part to
avoiding bringing up past traumas. In addition, educators would
have relished the opportunity to have more understanding of
trauma informed care. This is mostly in part of being able to deal
with one's own traumas to further assist children.

7. Conclusion
created a supportive environment within our group to enhance our overall
learning experience
● Resources available to help a child that is experiencing trauma.
● Community awareness of the types of trauma a child may endure.
● Build a successful atmosphere providing care to the children.
● Preventing retraumatization, and would like to be able to give childcare providers
and
● Strategies and concepts to support every child.
● Provide educators resources for their own trauma healing to better serve the
students in their community.

8. References
Office of Readiness and Response. (2020). 6 Guiding principles to a trauma informed approach. Centers for Disease
Control and Prevention https://www.cdc.gov/orr/infographics/6_principles_trauma_info.htm
Early childhood education program. (2023). How trauma affects child development and behavior: What childhood
educators need to know. Walden University.
https://www.waldenu.edu/online-masters-programs/ms-in-early-childhood-studies/resource/how-trauma-affects-child
-development-and-behavior
Alex Shevrin Venet. (2021). Equity-centered trauma-informed education. W.W. Norton & Company.
hooks, bell. (1994). Teaching to transgress : education as the practice of freedom. Routledge.
Gerber, Andrew. (2022). How Does Childhood Trauma Affect Learning and Education? (psychcentral.com)
Stein, Phyllis, and Joshua C. Kendall Psychological Trauma and the Developing Brain,Routledge, ( 2022)

9. References
University of Kentucky Center on Trauma and Children(2017)
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed
Approach. HHS Publication No. (SMA) 14-4884.
Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach