Trauma-Informed Schools: Making the Connection with Homelessness and Learning

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1 Trauma-Informed Schools: Making the Connection with Homelessness and Learning Presented by: Dr. Kerri Tomasello, BCBA-D New Jersey Department of Education Burlington County Supervisor of Child Study

2 Why is Making the Connection Important? The McKinney-Vento Act requires schools to remove barriers to enrollment for students who are experiencing homelessness. Once enrolled, barriers may still exist that have an impact on learning. Such barriers may be created by a child s response to a traumatic event(s). Trauma is an educational concern in that a student s response to a traumatic event(s) may impede their academic achievement and social emotional development.

3 Making the Connection Homelessness is a traumatic event that may occur alone or in conjunction with other traumatic events (complex trauma). Educators who are not able to recognize the signs of trauma or who are unable to provide the necessary supports may inadvertently maintain an existing barrier or create new barriers to learning.

4 Making the Connection Trauma-Informed Schools view student behavior, available supports within their schools, and acceptable interventions through a trauma-sensitive lens. Trauma-Informed schools create environments where all school staff are better trained and equipped to identify signs of trauma in students and provide interventions that breakdown existing barriers and avoid creating new barriers that interfere with the learning process.

5 Basic Information on Homelessness McKinney-Vento The term homeless children and youth means individuals who lack a fixed, regular, and adequate nighttime residence. McKinney-Vento provides numerous examples (i.e., shared housing, motels, shelters, parks, automobiles, abandoned buildings, bus stations, etc.)

6 Data/New Jersey School Districts/County Five highest rates of homelessness in New Jersey for the reporting period of : 1. Cumberland County (estimated 1498) 2. Camden County (estimated 1204) 3. Middlesex County (estimated 947) 4. Burlington County (estimated 779) 5. Essex County (estimated 744) (Data provided by NJDOE)

7 Factors That Contribute to Homelessness Lack of affordable housing Poverty Economic instability/financial hardship Domestic violence/abuse Family instability Mental illness/behavioral health issues Incarceration of parent/guardian Lack of social supports Natural disasters Involvement in the child welfare/juvenile justice systems Challenges of single parenting

8 Look at Homelessness Through a Trauma-Sensitive Lens

9 Who are the Homeless Children and Youth in Our Schools We need to put a face on homelessness

10 Children Living in Homeless Families 42% of homeless children are under the age of 6 African-American children disproportionally experience homelessness Homeless families are more likely to be led by a single mother in her twenties with young children (National Center for Children in Poverty)

11 Unaccompanied Youth Unaccompanied youth are not in the physical custody of a parent or guardian Runaways who have stayed away at least overnight without parent permission Throwaway youth who have been asked by parents to leave home/locked out of home Independent youth who believe they have no home to return to due to conflicts within the family or they have lost touch with family (National Center for Children in Poverty Homeless Children and Youth, Causes and Consequences, 2009)

12 Migratory Children and Youth Children and youth who qualify as homeless because they are living in circumstances as described under McKinney-Vento

13 The Experience of Homelessness Can generate loss of: * Home *Possessions * Privacy * Security * Routines * Community/Support Systems * Economic Stability * Family Unity Increases the risk for exposure to additional traumatic events (National Child Traumatic Stress Network)

14 Impact of Homelessness on Children and Youth Poor nutrition Health problems Mental health issues Education increased school mobility, high absenteeism, decrease in academic achievement Juvenile delinquency Exposure to additional traumatic events (complex trauma)

15 Trauma Acute: single incident or event Chronic: repeated and prolonged Complex: exposure to varied and multiple traumatic events Everyone experiences and responds to trauma in their own way

16 Describe Trauma Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physical and emotionally harmful or threatening and that has lasting adverse effects on the individual s physical, social, emotional, or spiritual well-being. SAMSHA 2012

17 Describe Trauma An exceptional experience in which powerful and dangerous stimuli overwhelm the child s capacity to regulate emotions. (Early Trauma Treatment Network) A sudden and unexpected occurrence that causes intense fear and may involve a threat of physical harm or actual physical harm. (The National Child Traumatic Stress Network) An emotional response to a terrible event. (The American Psychological Association, 2015)

18 Traumatic Experiences Forced displacement Inconsistent housing and financial resources Abandonment Neglect Life-threatening illness of a parent Witnessing/victim of domestic violence Natural disasters Death of a loved one Serious childhood injury or illness Physical or sexual abuse Parent in the military/deployment Witnessing or experiencing community violence Acts or threats of terrorism Serious accident Bullying

19 Facts on Trauma and Homeless Children National Child Traumatic Stress Network Homeless Children: Are sick at twice the rate of other children Suffer twice as many ear infections Have five times more stomach problems Are twice as likely to repeat a grade Go hungry twice as often as other children

20 Facts on Trauma and Homeless Children National Child Traumatic Stress Network Homeless Children: One fifth of preschoolers have emotional problems that require professional care/less than one third receive care Have twice the rate of learning disabilities and three times the rate of emotional/behavioral problems Half experience anxiety, depression, or withdrawal By the age of eight, one in three with have a mental health disorder

21 The Impact of Trauma on the Brain Damage to the Brain

22 The Impact of Trauma on the Brain A person s response to trauma can alter brain structure, chemistry, and brain development. There are critical times during brain development that can be significantly affected by trauma: 1. Early Childhood neural pathways are developing rapidly during this time and depend on repetition of experiences. If repeated experiences are in response to trauma this can strengthen stress response pathways and limit the opportunity for other needed pathways to develop (Perry, 1995 cited in Children s Service Practice Notes) This is especially concerning for young children as continuous stress can interfere with normal development of the body s immune system and stress response system (The National Child Traumatic Stress Network)

23 The Impact of Trauma on the Brain 2. Adolescence another period of accelerated development. Neural pathways that are not used are pruned away

24 Brain Structure-Neural Pathways Neurons are the building blocks of the nervous system Neurons are specialized nerve cells that communicate information to the brain

25 Neurons When a threat is perceived, the brain triggers neurons to release chemicals (cortisol, vasopressin, and adrenaline) that change the way we think, feel, and act Cortisol is a chemical that in short doses is beneficial for temporary energy but for sustained periods in high amounts can be harmful to brain function, shrinks neural networks, and suppresses the immune system

26 Neurons and Trauma

27 Altered State of Functioning

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29 Getting to Know Your Brain Amygdala: is part of the brain s limbic (emotional) system. When in an alert state, the amygdala regulates and blocks information from going to the prefrontal cortex. When calm, the amygdala will pass information on to the Prefrontal Cortex Prefrontal Cortex: Uses information passed on from the amygdala to focus, decide, compute, analyze, and reason. Referred to as the executive control center From the PFC information goes on to the hippocampus. (Sousa, 2011) Hippocampus: creates, stores, and processes all important facts and memories that are passed on from the PFC ( The Optimistic Classroom, Scholastic)

30 Brain on Alert Fight or Flight is a automatic hyperactive stress response to a threat that is real or imaged Fight or Flight is activated by the amygdala which signals the release of stress hormones When an individual experiences continuous threats and the stress response is activated many times, the individual may remain in a state of alarm fight or flight even when there is no threat present. Hyper vigilance is an overactive fear response to stress that keeps the individual locked into a persistent state of fight or flight Hypersensitivity - over-responsive to sensory stimulation

31 Shutting Down of Non-Essential Tasks

32 The Brain on Alert A child living with a brain adapted for an environment of chaos, unpredictability, threat, and distress is ill-suited to the modern classroom or playground the very adaptive responses that help the child survive and cope in a chaotic and unpredictable environment puts the child at a disadvantage when outside of that context. (Perry, 2004)

33 What Does This Mean for Schools

34 Maslow s Hierarchy of Needs Maslow s Hierarchy of Needs theorizes that basic needs must be met before higher order needs can be addressed (Rossen & Hull, Supporting and Educating Traumatized Students, 2013) (Diagram from McLeod, S., Maslow s Hierarchy of Needs)

35 Effect of Trauma in Schools Trauma alters what the brain pays attention to, diverting focus and resources to safety and survival, taking the focus away from stimuli in the environment that support learning (Sly, 2016)

36 Effects Seen in School Prepared for School *Limited or no school supplies *Books and materials are often lost or misplaced *Late to school/high number of absences *Homework - not done or incomplete *Unable to participate in class trips (cost) *Unable to participate in after school activities (clubs, sports, remedial help) *Difficult to get parent signature/approval

37 Effects Seen in School Poor Health/Nutrition Chronic hunger (hoarding of food) Fatigue (sleeping in class) Medical and dental needs Inconsistency with prescribed medication Limited access to medical information/records Poor hygiene (wear the same clothes, lack facilities for regular bathing/washing clothes) (Rossen & Hull, 2013)

38 Effects Seen in School Social/Emotional Lack of emotional control Ashamed/low self-esteem Difficulty showing empathy Expressing feelings in an inappropriate manner Difficulties processing social cues, social interactions/making friends Communication issues Mental health concerns Attachment disorders

39 Effects Seen in School Behavioral Concerns (Coping Strategies) *Aggression *Withdrawal *Stealing *Extreme shyness *Depression/sadness/anxiety *Heighten concern for personal belongings *Acting out behaviors (noncompliant, disruptive) *Wandering/running off *Destruction of property *Attention seeking

40 Effects Seen in School Learning

41 Impact of Trauma on Learning A person s response to trauma can alter brain structure, chemistry, and brain development. Developmental delays Cognitive deficits Delays in language and communication skills Disrupt/delay acquisition of skills required for reading, writing, and math Disruptions in the processing of information

42 Impact of Trauma on Learning Focus/attending to task Executive function/organizational skills: *time management *remembering instructions *prioritizing tasks *breaking a task down *seeking help when needed Memory (long and short term) Problem solving See regression in skills attained previously Self-regulation skills (wait, control emotions, maintain focus) Disrupt the process of creative play

43 Help Our Students Become Trauma-Informed Schools

44 Trauma-Informed Schools Trauma-Informed Schools go beyond the identification of students who are exposed to traumatic events and referral to out-side services and agencies Trauma-Informed Schools view their students and school environments through a trauma sensitive lens and develop learning communities that support student social/emotional well-being and academic achievement

45 Trauma-Informed Schools The Trauma Learning Policy Initiative (TLPI) developed the following list as characteristics of trauma-sensitive school ecologies: Provide all students with a safe school environment (socially, emotionally, academically, and physically) Increase staff understanding of and ability to mitigate the potential impacts of traumatic experiences on students learning and behavior

46 Characteristics Encourage all school staff to work together to meet the needs of students in the school Address student needs in relationship development, self-regulation, academic competency, and health and well-being Ensure that all students are included in and connected to the school community

47 Characteristics Adapt school planning and operations to the ever changing needs/demands of the students Include community resources and parents in the support network in addressing student needs (Ristucci, 2013)

48 Trauma-Informed Schools Becoming a Trauma-Informed School *Staff Training For teachers, school administrators, and ideally all staff working with the students. Professional development topics might include Brain-Based learning, basic knowledge of the causes and signs of trauma, behavioral responses to trauma, and positive behavioral supports. Become familiar with mental health supports available within the community and the services provided

49 Trauma-Informed Schools *Instruction that Recognizes and Accommodates Cognitive and Social/Emotional Challenges Differentiated instruction, multi-sensory activities, 504 Plans, IEP s

50 Trauma-Informed Schools *Classroom Management Incorporate Positive Behavior Supports and social emotional learning practices that will help students to recognize their feelings, avoid trauma triggers, and build positive relationships with staff and peers

51 Trauma-Informed Schools *Policies and Procedures Consider the policies and procedures that address school safety, successful academic experiences, confidentiality, bullying prevention *Discipline Through a trauma-sensitive lens review the school Code of Conduct, proactive interventions, behavioral expectations, and response to infractions

52 Trauma-Informed Schools *Collaboration with Community Agencies Become knowledgeable of support agencies within your community and establish relationships to identify possible sources for referrals and also as providers of professional development for staff (Craig, 2016)

53 Trauma-Informed Schools Students learn best when they feel safe, when they feel connected and supported by school staff, and when their social, emotional, and physical/health needs are met, goals that are best met through a whole-school approach (Ristuccia, 2013)

54 Make the Connection Trauma-Informed Schools Homelessness Learning

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56 References Aratani, Yumiko, Homeless Children and Youth: Causes and Consequences, National Center for Children in Poverty, 2009 Cavanaugh, Brian, Trauma-Informed Classrooms and Schools, Beyond Behavior,2016 Craig, Susan, Trauma-Sensitive Schools, Teachers College Press, 2016 McLeod, Saul, Maslow s Hierarchy of Needs, Simply Psychology.org., retrieved from National Child Traumatic Stress Network, Effects of Complex Trauma, retrieved from National Child Traumatic Stress Network, Childhood Trauma Toolkit for Educators, retrieved from

57 References North Carolina Division of Social Services and the Family and Children s Resource Program, How Trauma Affects Child Brain Development, Children s Service Practice Notes, May 2012 Ristuccia, Joel, cited in Supporting and Educating Traumatized Students, Oxford Press, 2013 Rossen, E., & Hull, R., Supporting and Educating Traumatized Students, Oxford Press, 2013 Scholastic, The Optimistic Classroom, retrieved from Sly, Stacey, Trauma in the Classroom, WE are the Change, Ltd., 2016 Sousa, David, How the Brain Learns, Corwin, 2011 Oehlberg, B., Why schools need to be trauma informed, Trauma and Loss Research and Intervention, Fall/Winter, 2008