When trauma goes unacknowledged by caring adults, students can feel suffocated by the burden of their experience. Research shows that traumatic experiences can drastically hinder students’ academic development, and that “children who have three or more Adverse Childhood Experiences (ACEs) are three times more likely to experience academic failure, five times more likely to have attendance problems, and six times more likely to have behavioral problems than those with no ACEs.“
These findings, coupled with the fact that almost half of the students in the U.S. have experienced at least one or more traumatic experiences presents a significant barrier to academic success for a large population of students.
As educators, we work with a diverse group of students, not only in the range of their academic abilities, but also in their various experiences and social-emotional needs. The goal of trauma-informed teaching is to help all students feel known and supported. And the good news is that today, we know that using trauma-informed teaching strategies can benefit all students, regardless of their experiences.
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