Understanding Trauma-Informed Practices in Education

I will probably catch a lot of 🔥 for this one, but with the school year upon us in the next few weeks I think it needs to be said, again. While there is research to show that mindfulness and meditation can help improve our mental health, for some people that is simply not the case. Children who’ve experienced trauma and are not ready to process it, or haven’t had the opportunity to access mental health treatment for it, can feel very unsafe and vulnerable when closing their eyes and being asked to sit still. Emotions and thoughts might bubble to the surface that they weren’t thinking about, and visual and emotional “flashbacks” are possible. It can be so scary that they tip into their trauma responses and begin to dissociate. Dissociation is a form of the “freeze” response. The problem is, dissociating can look an awful lot like meditation. I am not judging or condemning anyone who has used meditation in the past without this awareness. I know it’s what is being pushed as the answer to all of our mental health problems in the media and elsewhere. And… Deep breathing and silence isn’t going to cut it for many of us, and may cause harm if not used with trauma-informed practices. Trauma-informed meditation: - Offer the option to keep eyes open and allow movement - Check-in with students while they are practicing - Normalize at the start that meditation might bring up uncomfortable feelings and it’s ok to take a break or stop completely. - Give children a subtle sign they can give if they are feeling overwhelmed, like putting their hand on their head or chest. - Instead of focusing on the breath, have them focus on the sensation in their extremities. The further away from our core, the less intense the sensations can be. To receive my free Childhood Trauma Newsletter, visit BethTyson.com and click “subscribe.” ❤️🩹

Not many people know this BUT Children who have experienced trauma need more than just time to heal—they need safe, supportive, and understanding environments. As caregivers, educators, and mental health professionals, we can play a vital role in fostering resilience and emotional well-being. Here’s how: 1. CREATE SAFETY Children need a sense of security to regulate their emotions. Providing a quiet space, a peace corner, or simply allowing a child to decompress can help them feel safe and supported. 2. REGULATE THE NERVOUS SYSTEM Stress can trigger hyperarousal (jittery, irritable, explosive reactions) or hypoarousal (withdrawn, numb, shut down responses). Each child is unique—help them find what works for their regulation, whether it’s deep breathing, movement, or sensory tools. 3. BUILD A CONNECTED RELATIONSHIP Connection is key! When children feel safe and cared for, their bodies release oxytocin, a hormone that helps regulate stress. Staying connected and having open discussions about emotions builds trust and emotional resilience. 4. SUPPORT DEVELOPMENT OF A COHERENT NARRATIVE Trauma can create confusion and chaos in a child’s inner world. Predictability, routines, and reliable relationships help them make sense of their experiences and develop a healthy self-narrative. 5. PRACTICE ‘POWER-WITH’ STRATEGIES Trauma often involves a loss of power and control. Instead of using power over children, we should model collaborative and respectful relationships. Empowering children fosters dignity, respect, and emotional healing. 6. BUILD SOCIAL-EMOTIONAL & RESILIENCY SKILLS Trauma can disrupt a child’s ability to form relationships. Teaching communication, empathy, and emotional regulation helps them rebuild these critical skills, leading to healthier interactions and stronger resilience. 7. FOSTER POST-TRAUMATIC GROWTH Healing from trauma is not just about survival—it’s about thriving. Helping children develop problem-solving, self-control, planning, and emotional regulation skills empowers them to find meaning and purpose in their lives. 💡 Trauma-informed care is not just a method—it’s a mindset. Every interaction can either reinforce safety or deepen a child’s wounds. When we approach children with understanding, patience, and support, we help them rewrite their story with hope and strength. How do you implement trauma-informed care in your work or daily life? Let’s discuss! 👇 #TraumaInformedCare #MentalHealth #ChildDevelopment #EmotionalWellness #Resilience #Parenting #Therapy #Healing

The Truth About Trauma-Informed Care: It’s Not What You Think Here’s a truth that makes people uncomfortable: Trauma-informed care isn’t a checklist. It’s not just avoiding triggers or handing someone a coping tool. Trauma-informed care is the intentional application of three radical principles: ·       Compassion ·       Hope-building ·       Dignity restoration I didn’t understand this at first until I met Xavier in 1996. At 17, Xavier had been through more than most adults. Chronic neglect. Community violence. Multiple foster placements. His eyes told stories his words couldn’t. Most staff labeled him as “disrespectful,” “Oppositional,” and “withdrawn.” In our first meeting, he spoke very little. When I asked him what he wanted from the program, he said flatly, “I don’t want to be here. None of this helps.” Initially, I considered reviewing his goals or reviewing his expectations. But I paused. Something inside me said, 'Start with compassion.' Compassion Isn’t a Feeling.  It’s an Intervention! Xavier didn’t need to be fixed. He needed to be felt. Instead of interrogating his resistance, I said: “I imagine you’ve had a hundred people tell you what’s wrong with you, and not one of them asked what happened to you. I won’t be the hundred and first.” His shoulders dropped just a bit. Compassion met his nervous system where it was, not where I wanted it to be. Please understand me when I say that hope isn’t a Luxury, it’s a Lifeline. Hope is often dismissed as “fluff,” but neuroscience reveals that it activates the prefrontal cortex, the part of the brain responsible for decision-making and planning for the future. With Xavier, I stopped focusing on behavior management and started planting seeds: “You may not see it yet, but there’s a future version of you that’s going to blow your mind.” At first, he rolled his eyes. But a week later, he asked, “What do you think that version of me is doing right now?” That’s hope. Not fantasy, possibility. Xavier helped me learn that dignity isn't something that's earned; it’s something that’s reclaimed. Trauma steals more than safety. It is worth. When we treat someone like they matter, they begin to believe they do. By month three, Xavier was mentoring younger teens in the group. He still had rough days, but his identity shifted from “broken” to “becoming.” Here’s what I learned from Xavier: ·       We can’t create a trauma-informed system by memorizing definitions or banning loud noises. ·       We are practicing a trauma-informed way when we treat people with the same compassion, hope, and dignity they were never afforded. If we work with people, especially those impacted by trauma, we should ask ourselves: Am I offering compassion before control? Am I building hope, not just compliance? Am I restoring dignity, or am I demanding respect? Trauma-informed care isn’t about trauma. It’s about being human.

To break the school discipline to carceral prison cycle, schools must become spaces of healing rather than harm. This requires a fundamental shift in how educators understand and respond to the behaviors of Black and Brown youth, oarticularly those in economically starved neighborhoods (i.e., the red-lined ones). Trauma-informed care must be integrated into every aspect of the educational system, from classroom management to disciplinary policies. Teachers and administrators must be trained to recognize the signs of attachment trauma and respond with empathy rather than punishment. Discipline should focus on restorative practices that seek to repair harm and rebuild relationships rather than exclude and alienate students. Moreover, schools must actively work to dismantle the biases that drive disproportionate discipline. This includes examining and reforming policies that criminalize minor infractions and implementing systems of accountability to ensure that discipline is administered equitably. Culturally responsive teaching practices that honor the identities, histories, and experiences of Black and Brown children are also essential. When children see themselves reflected in the curriculum and feel valued for who they are, they are more likely to engage positively with their education and form trusting relationships with educators. Finally, the broader community must be involved in this process. Schools cannot bear the burden of addressing attachment trauma and its effects alone. Families, community organizations, and mental health professionals must work together to create a support network for Black and Brown youth, offering the stability, care, and understanding they need to thrive. Attachment trauma and harsh school discipline form a toxic cycle that disproportionately harms historically-invisiblized children, pushing them further from success and deeper into the margins of society. To create truly equitable schools, educators must move away from punitive models of discipline and toward trauma-informed, restorative approaches that recognize the humanity and potential of every student. Only then can youth historically neglected heal from the wounds of attachment trauma and chart a path toward educational success and emotional well-being. #APedagogyOfLove #SchooltoPrisonPipeline