Understanding and recognising Trauma in children (Using a Trauma informed approach)

This month, our topic is ‘Understanding and recognising Trauma’. Unfortunately, there are many children in educational settings that have experienced traumatic events in their lives. 

At Five Education we support many children who may have experienced trauma in our schools and specialist provisions. Identifying children who may have experienced Trauma takes skill and requires careful observations. Most commonly children do not share or verbalise traumatic experiences but often show it in behaviours and emotional outbursts. 

Please take a read as we dive into the world of Trauma and discuss tips and techniques to best support this using a Trauma informed approach in our schools.

What is Trauma and how is it recognised in children?

When a child has experienced Trauma, this normally refers to a significant event or multiple significant events that are considered extremely distressing. These events have a considerable impact on a child’s development, well-being and emotional development. 

Examples of traumatic events include Witnessing or experiencing forms of abuse, such as: Emotional, Physical, Sexual or Verbal. Being involved in an unpredictable and stressful event such as a car crash or robbery is also considered as a traumatic event. 

Psychologically Traumatic events effect the brain’s stress response and children will store the traumatic memory. Whenever the child is exposed to a trigger (something that reminds them of the traumatic event) this can cause extreme stress, and the child will normally have an adverse reaction.

ACES: Adverse childhood experiences:

Adverse childhood experiences are traumatic events that occur in childhood before the age of 18. Statistically if you have experienced several ACES as a child, you are more likely to have a turbulent life as an adult, and may be more likely to experience the following:

• Have a lower life expectancy
• Suffer with mental health issues
• Partake in risky behaviours such as unsafe sex, excessive drinking or smoking
• Suffer with chronic diseases

Types of ACES:

• Experiencing different forms of abuse: Physical, Neglect, Emotional, sexual
• Living in a dysfunctional household.
• Being exposed to mental illness at a young age
• Having parents who separate or divorce
• Frequently moving house
• Feeling unsafe and scared at home
• Witnessing forms of abuse

It’s sad to think that many children may have experienced one or several aces throughout their childhood. But helping a child build positive relationships, making them feel safe and giving them fulfilling experiences at school can help.

Recognising Trauma in Children

Sometimes recognising Trauma in children can be a tricky process and symptoms can sometimes get mixed up with those of ADHD and Autism. This can make it difficult for a child to receive an appropriate treatment plan.  

With proper awareness and understanding Trauma can be identified by caregivers and educational staff. Being aware of these signs can help you recognise a child you may have experienced Traumatic events. Here are some more specific signs to look out for and Identify:

Signs of Trauma in children:

Physical: 

• Complaints of headaches, stomach aches
• Self-harming behaviours to oneself or another person
• Not eating or overeating
• Hyperactive behaviours

Emotional:  

• Becoming upset or highly emotional
• Being emotionally withdrawn and very quiet
• Signs of depression and severe sadness
• Fearing everything
• High levels of anxiety
• Becoming very angry or even violent

Behavioural: 

• Not sleeping, and appearing very tired at school
• Being very clingy with certain grown-ups
• Avoiding social interaction
• Not being able to concentrate in class
• Being very wary of certain people or places
• Regressive behaviours such as wetting and soiling

It is important to remember that children who have experienced Trauma will usually have a combination of the above symptoms. Recognising Trauma in children can be tricky because some of the symptoms often overlap with other emotional or behavioural issues. However, if you see a combination of the above symptoms in a child there are many approaches you can use to help.

Classroom strategies and Emotional strategies to help children who may have suffered Trauma

When working with children who have experienced Trauma, it’s important to remember that you must display predictable behaviour for the child. Being both compassionate and caring is very important. Once the child knows you are a predictable and safe adult, the child will eventually learn to feel more settled in school.

• Educate yourself in Trauma and explore Trauma training options
• Become aware and take note of any triggers that seem to upset a child
• Create a ‘safe’ environment for the child that’s calm and inviting
• Keep a predictable and consistent routine
• Work on building a trusting relationship and making sure the student has a consistent adult
• Try and name feelings: e.g. ‘I can see you are feeling angry right now’
• Don’t be over-reactive to challenging behaviour and remain calm
• Try to encourage positive connections with other students in the class
• Reflect after a student may have become distressed. Give the student reassurance that you’re there to support them

Sensory strategies/movement breaks to support traumatised children

Sometimes traumatised children can become disregulated throughout the day. This normal happens when something triggers the child. This can sometimes cause an extreme reaction which will need a carefully planned response. Sensory-based strategies can be very effective once the child has reached a calmer level. It’s important to have limited physical/verbal communication when a child is in crisis, and to only intervene once the child has started to calm down.

• Co-breathing – Breathing calmly whilst sat next to the child, so their breathing becomes in sync with yours
• Sitting on a therapy ball and gently bouncing on the spot
• Sensory obstacle courses: Exercises where the child can push hard against a wall, and jump allowing themselves to feel grounded
• Repetitive movements with a rhythm: singing, clapping or walking to a beat can help calm the nervous system

Sometimes identifying Trauma can take some time and can emerge at different stages throughout a child’s development. With patience, perseverance and solid emotional support a child can be properly cared for and nurtured. Please remember to follow these tips and advice when working with children who may have experienced trauma and always be predictable and calm.

Support for Educators and Caregivers

We understand that supporting children with SEND has its challenges and can, at times, take a toll on your well-being. If you are struggling in a particular placement and need some support and advice, we are always here to help you. 

Please reach out to Karla Tondel at Five Education and arrange weekly check-ins for advice, support, and guidance to help you with your work and provide you with a safe space to talk. 

Please call 07978983657 or email karla@fiveeducation.co.uk to schedule a chat. If you're looking for a role in September supporting children with SEND you can take a look at our website jobs page. We will support you every step of the way during your time with Five Education.