RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 1
Restoring Hope in Education: A Trauma-Informed Approach to Foster Student Learning
and Well-being in Schools
Research Paper
Amanda Mansel
School of Education, Liberty University
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 2
Abstract
This paper includes a review of the literature on the impact of the trauma-informed education
approach on student learning and well-being. Trauma-informed practices address the complex
needs of students who have experienced adverse childhood experiences (ACEs) and other forms
of trauma. This paper explores the role of safety, trust, compassion, and empowerment in
creating positive academic and behavioral outcomes for all students. This paper will review the
historical development of trauma-informed practices, evidence-based strategies for transforming
educational pedagogy, and application in diverse school environments. The research highlights
the interconnectedness of trauma, learning, and behavior, illustrating how trauma disrupts
neurological, emotional, and cognitive processes essential for academic success. Central to the
analysis are strategies such as creating predictable and nurturing classroom environments,
fostering positive teacher-student relationships, integrating social-emotional learning, and
utilizing restorative justice approaches to discipline. The paper also considers the critical role of
professional development in equipping educators with the skills and awareness necessary to
implement these practices effectively.
Keywords: Trauma-Informed, Trauma-Informed Approach, ACEs, Social-emotional learning,
Emotional Regulation, Academic engagement
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 3
Introduction
In recent years, educators have recognized that more and more students are entering the
classroom having experienced trauma. Trauma significantly impacts students’ ability to learn,
engage, and thrive in the school. Adverse Childhood Experiences (ACEs), such as abuse,
neglect, and household dysfunction, along with other traumatic events, disrupt cognitive,
emotional, and social development, creating significant barriers to academic success. Research
has shown that trauma affects brain development, stress regulation, and behavioral responses,
often leading to challenges in attention, emotional regulation, and relationships. These challenges
are evidence that schools need to adopt trauma-informed practices to support all students.
Trauma-informed educational practices provide a framework that integrates an
understanding of trauma’s impact on all aspects of school culture and instructional methods.
Trauma-informed educational practices' core principles are safety, trustworthiness, peer support,
collaboration, empowerment, and cultural sensitivity. By addressing the causes of academic and
behavioral challenges, trauma-informed practices aim to foster resilience, promote healing, and
create equitable learning environments for all students. Trauma-informed educational strategies
require effective professional development and support for school staff and teachers. These
strategies empower teachers and school staff to transform their school’s culture, creating an
environment where students feel safe, valued, encouraged, and empowered. Through trauma-
informed education, teachers can help students be empowered to become engaged in their
academic and personal success.
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 4
Historical Summary
The concept of trauma-informed practices originated in healthcare and social services in
the 1990s, with the Adverse Childhood Experiences (ACE) Study serving as a pivotal moment
(Felitti et al.,1998). The study highlighted the correlation between childhood trauma and long-
term health and social outcomes, leading to a growing understanding of the pervasive impact of
trauma. The Adverse Childhood Experiences (ACE) studies were a longitudinal survey of over
17,000 participants; it examined the long-term impact of adverse experiences during childhood,
such as abuse, neglect, or household dysfunction. This study had several critical findings, such as
the prevalence of adverse experiences was higher than initially thought to be, a strong
relationship between the number of ACE factors and adverse health outcomes such as chronic
illness, mental health disorders, and risky behavior, and higher ACEs were correlated with
educational challenges such as poor academic achievement and increased likelihood of dropping
out (Felitti et al.,1998). These findings made evident that it was vitally important to address
childhood trauma early, laying a foundation for trauma-informed approaches in many sectors,
including education.
In education, the application of trauma-informed approaches began gaining traction in the
early 2000s. Researchers and educators recognized that trauma impacts not only physical health
but also cognitive development, emotional regulation, and behavior, which are directly relevant
to the classroom environment.
Historically, student behavior and performance issues were often viewed through a deficit
lens, attributing challenges to lack of effort, discipline, or innate ability. The perspective often
ignored the underlying role of trauma in shaping student behavior and engagement. Punitive
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 5
measures, such as zero-tolerance policies, became widespread during the 1990s and early 2000s,
exacerbating inequalities and failing to address the root causes of student struggles.
The shift toward trauma-informed practices represented a paradigm change, reframing
behavior as a symptom of unmet needs and focusing on creating supportive, nurturing
environments. Early pioneers like the National Child Traumatic Stress Network (NCTSN) began
advocating for schools to become trauma-sensitive by integrating knowledge about trauma into
policies, procedures, and classroom practices. In the early 2000s, trauma-sensitive frameworks
started being implemented in education. States began to launch initiatives such as the Trauma
and Learning Policy Initiative, emphasizing the need for safe and supportive schools. By the
mid-2000s, there was a broader adoption of trauma-informed practices, policies, and advocacy.
Every Student Succeeds Act (ESSA) of 2015 emphasized social-emotional learning and mental
health supports, further legitimizing trauma-informed approaches. Today, trauma-informed
education has become a key component of school reform efforts, emphasizing equity, mental
health, and restorative practices.
Current Research on the Trauma-Informed Approach
Trauma refers to deeply distressing or disturbing experiences that overwhelm an
individual’s ability to cope. Judith L. Herman, a writer on Trauma, writes that “traumatic events
are extraordinary, not because they occur rarely, but rather because they overwhelm ordinary
human adaptations to life” (Venet, 2023, pg 6). Over the years, many have spent time studying
trauma and the impact that trauma can have on individuals. Understanding trauma has allowed
for the root of trauma to be expounded upon. Alex Venet says, “Trauma can stem from any
number of life’s hardships or problems such as abuse, neglect, bullying, racism, natural disasters,
and much more” (2023, 7). Research indicated that trauma affects brain development,
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 6
particularly in areas related to executive functioning, memory, and emotional regulation. In the
classroom, this often manifests as difficulty concentrating, disruptive behavior, or withdrawal
from social interaction. Trauma-informed education is based on several core principles: safety,
trustworthiness and transparency, empowerment and choice, and cultural competence.
Trauma can significantly impact a student’s ability to thrive in the classroom, both
academically and behaviorally. Students who have experienced childhood trauma have a
disruption in their feelings of safety and belonging, which are critical for learning and emotional
regulation. As highlighted by Mays Imad, trauma impacts students’ cognitive functions,
emotional stability, and social interactions (2022).
Trauma alters the way that the brain processes information and engages with learning.
When a student experiences stress-related trauma, their brain prioritizes survival over other
cognitive tasks such as paying attention, problem-solving, and memory. This neurological shift,
often described as “limbic brakes” or “amygdala hijack,” prevents sensory information from
reaching the prefrontal cortex; this is vital for all higher-order thinking (Imad, 2022). These are
some of the academic challenges that students who have experienced trauma might experience.
Impaired concentration, where students may struggle to focus or retain information because their
brain is preoccupied with assessing threats and managing stress. Lower academic performance or
difficulty completing assignments, studying, or engaging in the classroom usually results in
lower academic standing. Chronic absenteeism due to students avoiding school. This could be
due to a perceived feeling of being unsafe or overwhelmed. Lastly, there are usually gaps in
learning. Stress inhibits the brain’s ability to consolidate knowledge, creating long-term learning
deficits.
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 7
Trauma in children usually manifests itself in behavior. This can sometimes be due to the
heightened stress, which manifests as misbehavior. The fight-flight-freeze-fawn framework best
illustrates how students might react to situations in the classroom (Imad, 2022). The fight
response is usually manifested in outbursts, aggression, or defiance as students try to assert
control over situations that are perceived as threatening. The flight response is generally seen in
behaviors that result in avoidance, such as skipping class or disengagement. The freeze response
is usually “zoned out” or lack of participation, which can result from the student feeling
overwhelmed. Lastly, the fawn response is typically an over-compliance or excessive effort to
please those they see as authoritative figures (Imad, 2022). Trauma can also lead to additional
stressors such as emotional dysregulation or difficulty managing emotions, social challenges
such as difficulty building and maintaining positive relationships with peers and teachers, or
increased disciplinary incidences (Imad, 2022).
Imad’s article discusses the importance of a trauma-informed teaching approach. This
allows educators to recognize student behavior and academic challenges that may be stemming
from traumatic childhood experiences. Trauma-informed strategies prioritize creating safe,
inclusive environments where students feel safe, valued, and connected. Critical strategies for a
trauma-informed approach in the classroom include building trust and connections with students
that reassure students that they are safe and valued, maintaining equity by recognizing barriers
for all students, and empowering students by acknowledging students’ culture and experiences
that enhance learning in the classroom (Imad, 2022). By understanding the connection between
trauma and student challenges, educators can adopt practices that minimize effects and empower
students to succeed in the classroom and in life.
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 8
Trauma-informed teaching does not require clinical training, does not mean abandoning
rules or academic expectations, and benefits all students, regardless of their background
(Thompson & Carello, 2022). For teachers to successfully implement trauma-informed
strategies, they must be able to calm themselves because a calm teacher can help to calm their
students. Trauma-informed highlights the importance of structure, higher expectations, and
fostering a supportive environment (Thompson & Carello, 2022). Trauma-informed practices can
help to improve learning and student outcomes for all students, not only those who have
experienced trauma. Trauma-informed education transforms classrooms and schools into spaces
of well-being and connection that prioritize academic and personal success (Thompson &
Carello, 2022). Trauma-informed practices emphasize caring, collaboration, and prevention. This
will help to foster a sense of belonging, empowerment, and acceptance.
Many education systems are adopting both trauma-informed practices and compassion-
focused teaching to help students address the complexity of emotional well-being, trauma, and
academic success. Both approaches emphasize creating a safe, supportive, and empathetic
environment that develops resilience and positive relationships (Culshaw,). Trauma-informed
education directly counters traditional sanction-based discipline and prioritizes relationship-
building and proactive strategies that address the causes of challenging behaviors.
Compassion-focused teaching works alongside trauma-informed practices by fostering
emotional connections and emphasizing empathy, understanding, and kindness (Culshaw, 2024).
Compassion-focused therapy (CFT) is an approach that shifts from shame and self-criticism to
self-compassion and relational well-being (Culshaw, 2024). Compassion-focused teaching
focuses on three core principles: cultivating compassion, understanding behaviors through
compassion, and fostering self-compassion. First, teachers act as role models and demonstrate
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 9
empathy and compassion from themselves to students. Then, teachers notice that challenging
behaviors are responses to an underlying struggle and must support each student’s behavior with
interventions. Lastly, teachers must encourage students to practice self-compassion to manage
stress, build resilience, and develop stronger relationships with themselves and others (Culshaw,
2024). The integration of trauma-informed practices and compassion-focused teaching addresses
student well-being. The two strategies create relational and emotional support for students that
create a school culture of safety and belonging, where students learn techniques to regulate their
emotions and manage stress while building resilience to adversity.
When implementing trauma-informed practices, teachers must create an equitable
environment for everyone. This means understanding their students as individuals and honoring
their diverse and intersecting identities (Salvador & Culp, 2022). By adopting a culturally
humble approach, educators can work towards reducing biases, connecting with students'
backgrounds, and reshaping curricula to reflect students' experiences (Salvador & Culp, 2022).
Salvador & Culp argue that these strategies support individual student growth and can increase
student engagement, diversify program participation, and promote educator collaboration (2022).
Embracing intersectionality and equity-focused educational practices can enrich the academic
environment and foster a more inclusive, supportive space for students and teachers. Teachers
are encouraged to develop cultural humility and self-awareness, intentionally integrate diverse
cultural practices into their curriculum, design curriculums and activities that allow for student
feedback and interests and create opportunities for collaboration and community-based learning
(Salvador & Culp, 2022). These practices will help educators to enhance student engagement
and academic outcomes while also strengthening relationships with students, families, and
communities. By acknowledging and celebrating students' unique identities, educators can create
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 10
enriching, equitable learning environments that support personal and academic success (Salvador
& Culp, 2022).
For students who have experienced trauma, traditional pedagogical approaches may not
adequately address their needs in the classroom. Brunzell, Stokes, and Waters (2019) developed
the Trauma-Informed Positive Education (TIPE) model to bridge this gap. TIPE integrates
trauma-informed pedagogies with wellbeing-informed practices to provide a comprehensive
framework for supporting trauma-affected students. It builds upon Keyes' (2002) two-factor
theory of mental health, which posits that fostering mental wellness requires more than
mitigating mental health deficits; it also necessitates enhancing positive psychological resources
(Brunzell et al., 2019). TIPE combines healing focus and growth-focused strategies to support
students. It also provides a structured framework for teachers to address the immediate effects of
trauma and help the student’s overall well-being.
Models such as the Attachment Regulation and Competency (ARC) model and the Head
Start Trauma Smart (HSTS) model focus on fostering safety, emotional regulation, and relational
health in schools. These approaches aim to mitigate psychological distress and provide students
with academic choice and support (Berger, 2020). However, Trauma-informed educational
practices face several challenges. Educators often need more professional development to use
and feel confident in this approach. Trauma-informed approaches frequently operate
independently from other school policies, leading to inconsistent use and sustainability across the
school. Without adequate support, educators may experience compassion fatigue, reducing the
effectiveness of trauma-informed approaches (Berger, 2020). Berger outlines that a multi-tiered
system can address some of these challenges (Berger, 2020). Tier 1: Universal professional
development for educators and a curriculum fostering emotional regulation and competency for
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 11
all students. Tier 2: Targeted interventions, such as trauma-informed cognitive behavioral
therapy, for groups and families experiencing significant trauma. Tier 3: Intensive,
individualized support for students with severe trauma exposure, including collaboration with
public health and community services. Some strategies can help with implementation, such as
integrating trauma-informed practices into the existing programs used in the school building like
PBS or MTSS, providing ongoing support for school staff such as coaching to reinforce trauma-
informed practices, and aligning trauma-informed policies within the community to ensure
additional support for students and families. While evidence of its success continues to be
evident, sustainability depends on systemic changes and a whole school’s commitment to
integrating trauma-informed practices into the school culture.
While the topic of trauma-informed practices remains a focal point in education and
school reform, there is still a need for research on the implementation of trauma-informed
practices and the teacher aspect of implementing these strategies. There is still a need for more
research on professional development for teachers and staff implementing trauma-informed
practices and the impact these programs have on teachers and staff. Gherardi and Stoner state
that most literature revealed that Secondary Traumatic Stress, systemic stressors, and
misalignment between training content and school systems often hindered the adoption of
trauma-informed practices (2024). Specialized professional development in trauma-informed
practices utilizes research-based practices for training teachers and staff. This specialized
professional development did show growth in teachers’ attitudes toward using trauma-informed
practices (Gherardi & Stoner, 2024). Trauma-informed practices also allowed teachers to provide
specialized attention to students’ social-emotional needs, helped build relationships with
students, and created mindfulness practices (Gherardi & Stoner, 2024). Gherardi and Stoner also
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 12
noted a noticeable change in students’ peer-to-peer interactions, more family engagement, and
heightened access to community resources (2024).
Most educators are open to the idea of using practices that align with trauma-informed
education; however, they require the necessary training for it to be successful. The professional
development must be meaningful and actionable for teachers to utilize the strategies. Trauma-
informed practices must also be part of the whole school policy and reform to significantly
impact the school’s culture. For there to be successful implementation, there has to be systemic
support, clear implementation strategies, and attention given to educator well-being. Professional
development in trauma-informed instruction is only one step in the direction of change and
transformation of a school’s culture (Gherardi & Stoner, 2024).
Educational policies emphasize inclusive education, requiring schools to meet the diverse
needs both academically and social-emotional of all students. Collaboration between schools and
other child services is essential to meet each student’s unique needs effectively. Krishnamoorthy
outlines a three-pronged framework for interdisciplinary collaboration: cooperation,
coordination, and collaboration (2022). The cooperation phase consists of consistent
communication focused on an individual student through classroom instruction and mental
health services. The coordination phase is the development and teaching of mental health
strategies for teachers (2022). The collaboration phase is working together to create and teach
trauma-informed strategies. This collaborative relationship is beneficial for students who have
experienced trauma. This allows students to share relationships with trusted adults, creating an
environment focused on positive interactions.
Working with students who are impacted by trauma can be challenging. Many teachers
experience secondary traumatic stress, compassion fatigue, and teacher burnout (Brunzell et al.,
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 13
2021). There were three main areas for improving trauma-informed teacher well-being:
increasing self-regulation, relational abilities, and psychological resources (Brunzell et al., 2021).
Teachers demonstrated that they valued self-regulation and the ability to recognize their own
emotional triggers and implement calming techniques. Enhanced relational abilities enabled
teachers to build more meaningful relationships with students, rooted in attachment theory and
empathy, which improved both classroom atmosphere and personal fulfillment (Brunzell et al.,
2021). Physiological resources allowed teachers to strengthen their character and growth
mindset, allowing them to navigate challenges both personally and professionally.
Interventions to support teacher wellbeing must balance distress and wellbeing (Brunzell
et al., 2021). Trauma Informed Positive Education encourages teachers to utilize positive
practices. By encouraging teachers to model positive psychological practices for their students,
the approach demonstrated a dual benefit: enhancing student outcomes while improving teacher
well-being (Brunzell et al., 2021).
Biblical Integration
Creating a trauma-informed school culture of love, compassion, and forgiveness aligns
with God’s teachings of his love. He is a God of mercy and allows us as Christians to find refuge
in him. He leads us to healing and restoration. Trauma-informed practices emphasize the
importance of understanding each student’s unique experiences and challenges. Educators should
create a safe environment and build relationships based on trust and empathy. These principles
should be the core biblical values and framework for reflecting Christ’s love in educational
settings. Isaiah 41:10 says, “So do not fear, for I am with you; do not be dismayed, for I am your
God. I will strengthen you and help you; I will uphold you with my righteous right hand. By
embodying these principles, educators and schools become a place of refuge and healing for
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 14
students, allowing them to grow and be transformed by Christ’s love. Educators can intentionally
practice redemption and forgiveness and guide students toward academic success, personal
growth and restoration.
Conclusion
In conclusion, trauma-informed education promises to create equitable and supportive
learning environments prioritizing healing, connection, and resilience. Trauma-informed
practices and compassion-focused teaching are essential in creating inclusive and empathetic
educational environments. Educators, when adequately trained, can transform their classrooms
with trauma-informed practices, creating an environment that is safe and nurturing. Students will
feel valued and empowered. These approaches challenge traditional, punitive methods of
discipline and offer pathways for students to thrive academically and emotionally. While
systemic and cultural barriers remain, their integration into educational practice represents a
critical step toward addressing the diverse needs of today’s students and fostering resilient,
compassionate school communities.
RESTORING HOPE IN EDUCATION: A TRAUMA-INFORMED APPROACH 15
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