Document Type

Article

Publication Date

6-2017

Abstract

An alarming number of children experience significant trauma or chronic stress throughout childhood, manifesting in cognitive, social, physical, and emotional impairment. These challenges are expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness. Advances in trauma-informed care, as applied to the school environment, have inspired new hope for educators who observe first-hand the learning challenges facing traumatized children. This article defines the nature of the problem along with a guiding framework to assist educators and mental health professionals in transforming to a trauma-informed school culture.

Comments

Originally published in the Journal of Child & Adolescent Trauma, 2017, https://doi.org/10.1007/s40653-017-0160-1.

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