Trauma-informed school approach and nurturing further interest | 2022

The first phase is sharing information about your trauma-informed school approach and nurturing further interest. This is the orientation phase; it is not one event, but a series of communications over time. Three of the most common forms of school-parent communication are e-newsletters or announcements on your school’s website; paper announcements sent home with students; and parent-teacher open house meetings each term, which may span a few days during a given term to accommodate parent schedules.


  1. Construct the narrative for each of the following communication items: (5 points each = 10 points)
    • General TISP Introduction: E-newsletter blurb or take-home note: The narrative announcing and describing the school or classroom TI approach.
    • TISP Orientation Meeting: Construct an announcement or e-brochure promoting a short orientation meeting for parents that will describe in greater detail your school’s trauma-informed culture.
  2. Create an agenda for a one-hour parent orientation meeting. (10 points)
    • Identify roughly how much time might be spent on each element.
    • Assemble the content for each element as is congruent with your class assignments or the readiness of your current school or district to implement this activity.


Trauma-informed schools have become essential to successfully addressing the broadening spectrum of adverse childhood experiences.

More than half of all young people have reported exposure to violence or abuse, and by the age of 16, more than two thirds will have experienced a potentially traumatic event. Adverse childhood experiences (ACES) can impact a child’s cognitive abilities and impede their development, which limits their academic potential.

And as the study of ACES continues, the spectrum of qualifying events has broadened. The first major study of ACES identified 10 common experiences which can be traumatic for children and young adults, culminating in adverse health outcomes in adulthood.

With continued research, that core list of identified adverse experiences has grown to include experiences such as bullying, the death of a loved one, deportation or migration, medical trauma, witnessing community violence or any type of violence outside of the home, and discrimination due to race, gender, sexual orientation, birthplace, ability, or region/ethnicity.

These findings make clear that any discussion of trauma-informed schools must start not only with identifying adverse events that can limit a child’s ability to learn, grow, and thrive—but with the recognition that these events are not confined to one economic, social, or ethnic layer of our society.

“Promoting trauma-sensitive school approaches has the greatest potential to positively impact all students, regardless of trauma history.”

Most adults, regardless of their background, have experienced at least one ACE in their own childhood, and more than a tenth have a total ACE score of 4—a score which doubles their risk of heart disease and cancer, increases their odds of becoming an alcoholic by 700%, and their risk of attempted suicide by 1200%.

With the right support, children and young adults can successfully process adverse events and go on to thrive. Schools are the single point of connection between home life and community dynamics, and the responsibility of educators to prepare young people to function successfully in the world as adults can only be bolstered with a trauma-sensitive approach.

Trauma-informed school approach and nurturing further interest | 2022

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