Facilitator Notes Understanding Trauma in Classroom Teacher Primary Version final June

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• Relational Trauma occurs with a child of the crucial influences to post your biology, the brain is experienced is dependent like Early experiences positively or negatively shape something as the fractured practicality great architecture. • The brain is made up synaptic connections, so it is understandable that children who experience developmental trauma there this adapted connections are unused , therefore like the to be eliminated through the process of pruning. The saying use cells that fire together wire together • Children who have experienced relational/developmental trauma often been under socialised and starved of rich relationships, these children sadly have lean to see others as threat, as opposed to as a form of comfort. • Children may have not learned about safe relational boundaries and healthy ways of doing or being in relationship • To survive their life experiences, they develop a range of survival skills and powerful defence mechanisms to protect themselves from further pain and loss • Children who have experienced relational trauma are more likely to have diffulties in understanding others feelings, They are more likely to have poorer social judgement. • They will also often be described as having difficulties such a social rejection, unusual social behaviour, defensive conflictual aggressive relationship, indiscriminate friendships, intense relationships, mistrusting relationship, poor relational choices, social withdrawal and poor social stranger danger. • Children who have experienced trauma within a relationship which was meant to protect them, so in a school setting where it is safe or there maybe another child within the classroom who is facing relational/developmental trauma, and to be able to engage in education, they need to be re-taught and need to be shown how to do and be in healthy relationships. • Their surrounding relationships need to be anchor of changes, in providing them with new experiences When working with children within the classroom setting we need to always remember that there are multiple relationships within those four walls of the classroom. • There will be competing needs for the school environment in trying to find the balance teachers and parents an individual child. 14
• We always need to remember that whenever we are entering a new relationship or even maintaining present relationships this takes a lot of emotional energy, will be don’t know the rules of relationships or these rules are continuously changing we’re going to approach the place about safety. • In other words, a place of being in fear. Definition of fear an unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain , or threat. • Sometimes we misunderstand how paralysing fear could be, the essence of fear is about not knowing what to expect in new situations, it is a moment by moment experience. • The core problem with this moment to moment experiences of fear, it is only as we travel through each of these moments heading towards completing the task that child can overcome the fear, it’s important to fully learn that I do not need to be fearful of the situation or person I will need to repeat the same or similar task many times. • This is why what we think around about how in schools, engage with children who have experienced trauma into their learning, we need to keep repeating the same task, some research, it is only through this repeating process that a child can learn to trust the process because it becomes predictable, as we know a lot of our children their foundation of relationship is completely opposite that of unpredictability. • One of the key ways that we can help children in our classrooms to engage in learning is by staying mindful of those huge gaps the you will see those scans and what changes can we make to meet the lower development age when we are engaging with that child. • Through the process of repeating we can start to rebuild the connections pathways that allow that allow the architecture of the brain to repair by filling those gaps, building the tracks that allow information to join and to make sense. • The biggest gift that we give children who experience trauma is patience to always ask ourselves how are they hearing what I am saying ?, how are they experiencing what I am doing ?, do they have the developmental awareness to be able to understand what I am asking ?. • And even though the child may be a certain age on their birth certificate under the times of distress in a classroom I will usually regress to a younger age. Ask yourself what age does this child feel, listen to the very first stage that comes into your mind. You have potentially identified the age that the child is functioning at when they are struggling with their behaviours or feelings, this is the age that the repair must begin. 15
Page 1 and 2: Facilitator Notes- Teachers Primary
Page 3 and 4: Introduction to what is Trauma •
Page 5 and 6: Functional Magnetic Resonance Imagi
Page 7 and 8: Here we can see how the internal st
Page 9 and 10: Frontal Lobe: Location: Frontal and
Page 11 and 12: Corpus Callosum Location: Above the
Page 13: Relational and Developmental Trauma
Page 17: 17

Facilitator Notes Understanding Trauma in Classroom Teacher Primary Version final June

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