Creating Trauma-Sensitive Classrooms (National Association for the Education of Young Children, NAEYC)

Description:

A significant number of children experience trauma, and the effects can be profound. It is imperative, therefore, that early childhood settings be safe, trauma-sensitive spaces where teachers support children in creating positive self-identities. A foundation in trauma research and response can help educators optimally support all children— including those whose traumas have been documented, those whose traumas have not been formally recognized, and those who might be affected by their classmates’ traumas (Cole et al. 2005).

Feeling positive and confident about school in the early years is important for children. Early on, children decide whether they view themselves as learners, and by age 8 most children are on the academic path they will follow throughout their schooling (Stacks & Oshio 2009). To best support young children, teachers must understand the influence of early attachment patterns and the neurobiology of the early years. This knowledge can help teachers to have patience and compassion for all children—especially in the children’s most challenging times.