Behind the Behaviour: Supporting Trauma-Impacted Students Through Fostering Safety, Connection and Belonging
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Authors
Muir, Michaela
Issue Date
2024-06-15
Type
Capstone
Language
en
Keywords
adverse childhood experiences , early childhood trauma , educational settings , student behaviour , hippocampus , amygdala , exclusionary discipline practices , punitive measures , trauma-informed approaches , trauma-informed framework , professional development , school readiness , school counsellors , restorative change
Alternative Title
Abstract
This capstone explores the critical intersection between early childhood trauma and student behaviour in educational settings with an emphasis on the need for trauma-informed approaches in learning environments. Drawing on attachment theory, this paper investigates how early adversity can cause structural changes in the brain, specifically the amygdala and hippocampus, and how these neurological changes impact student behaviour in the classroom settings – focusing on emotional regulation, school engagement and performance, and behaviour. This paper critiques traditional exclusionary discipline practices by demonstrating their ineffective strategies on students exposed to trauma and highlights the harmful consequences of punitive measures, often worsening trauma symptoms and disproportionately impacting marginalized youth. Through a comprehensive analysis of the literature, I examine how trauma-informed pedagogy can support youth in school settings through fostering connection, safety and belonging. Recommendations for trauma-informed implementation include evaluating school readiness, mandatory professional development opportunities and integrating trauma training into preservice programs and positioning school counsellors in roles to enact restorative change.