School Opening: What We Know about the Effects of Trauma on Children

It’s estimated that 25% of children will experience trauma before the age of 16, according to the National Child Traumatic Stress Network. Trauma can have a significant impact on a child’s ability to learn as well as their behavior. In this time of uncertainty, it’s likely that an increased number of students will feel the impact of the pandemic on their lives, particularly the idea that they cannot participate in the same activities they had in the past.

The question we face as a nation is whether or not we should open our schools this fall. Which ever way we proceed, we must take into account the effect of trauma on children of all ages. As educators, we have the opportunity to respond our students and help them through this challenging time. Children experience trauma differently at different stages of development.

Young children often feel helpless and uncertain about whether they are safe or in danger. They have difficulty expressing what they are feeling into words. This helpless feeling may exhibit a loss of developmental skills and delayed milestones. They may lose progress in speech or toilet training. Their sleep may be interrupted by nightmares. They may engage in play that mirrors an event, hoping for a different outcome.

Children of school age, there is a loss of the feeling of personal safety and that of those they care about. They experience guilt and shame, and become preoccupied with their actions during an event. There may disruptions in sleep or the inability to concentrate. Some may even engage in reckless and aggressive behavior.

Adolescents who have experienced trauma may withdrawal from friends and family, feeling fear at being labeled as not normal. The feelings of shame and guilt can overwhelm an adolescent, leading to possible feelings of revenge and retribution. Some adolescents may engage in self-destructive behaviors.

Helping children who have experienced trauma will require the support of trusted adults, including family, friends, the school, and the mental health community. Even without a diagnosis, children will experience various symptoms of posttraumatic stress disorder and will impact their ability to re-enter the schools successfully.

Schools that do not recognize the impact of trauma may respond in a punitive and harmful way, increasing the chance of resorting to disciplinary measures. Focusing on building resilience in students will need to be done seamlessly, giving all students access to the social, emotional, and behavioral supports necessary to decrease the impact of trauma on learning.

Schools and districts must reflect on their readiness to support students who experienced trauma before they welcome children back into their buildings and when planning for remote learning. This must be a conversation to have now as well as how we continue to support students who experience trauma not related to the Covid-19 pandemic.