Building Bridges: A Trauma-Informed Approach to Transforming Classrooms

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By Julia Matson

The problem many students face in the classroom is that the education curriculum doesn’t account for the two-thirds of children who have reported experiencing at least one traumatic event by age 16. This is a significant number of students that are affected within the K–12 public school system.

Trauma refers to an emotional, psychological, or physical response to an event or series of events that are deeply distressing or harmful. In children, trauma can result from experiences such as abuse, neglect, loss, or witnessing violence, and it may significantly impact their emotional development, behavior, and overall well-being. Children who experience trauma may struggle with anxiety, difficulty forming relationships, and trouble regulating emotions.

Research has shown that trauma “especially at an early age, [can] disrupt young people’s ability to relate to others and manage emotions. Without healthy coping skills, this often leads to poor in-class behavior, which can reduce learning time and increase suspension and expulsion rates.” Given this, it stands to reason that teachers should be incorporating trauma-informed practices into the classroom. These practices can be used daily, by any teacher, and can set the tone for the entire school year.

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Julia Matson is a Washington state educator with an MA in Instruction, with a concentration in trauma-informed practices. Passionate about fostering growth inside and outside the classroom, she spends her free time running, traveling, and snowboarding.

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Julia Matson
Julia Matson
Julia Matson is a Washington state educator with an MA in Instruction, with a concentration in trauma-informed practices. Passionate about fostering growth inside and outside the classroom, she spends her free time running, traveling, and snowboarding.

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