The Psych Prof

Fostering Secure Attachment and Trauma-Informed Practices: Supporting Our Educators and Nurturing Resilience in Education

As a teacher for more than 20 years, I have seen the pretty words dedicated to the homepages of school boards across Quebec. I’ve sat for countless hours in staff meetings working on mission statements and school success plans. I have sat on anti-bullying bullying committees and governing boards. The nice words appear like an aesthetically pleasing book cover with a socially relevant and captivating title, however, once the book is opened, we see that it is empty. Plans are nice and good intentions are a fantastic start, however lack of follow through and the reliance on the traditional and ill-suited ways of the past often remain the mainstay. Once the ripples reach the shores where the students and educators are, sending out the distress signals, nothing has changed. The captains of the ship can often be seen from a distance shouting that help is on the way, but help rarely reaches the island.

In an era where the holistic well-being of students is gaining recognition as a vital aspect of education, fostering secure attachment and trauma-informed practices have emerged as powerful tools in nurturing resilience and supporting students’ mental health. Follow through and commitment is needed. This article explores the interconnectedness of trauma, attachment, and the window of tolerance, shedding light on the impact of adverse experiences on attachment security. Furthermore, it emphasizes the pivotal role of trauma-informed schools in creating safe and nurturing environments for students to thrive and supporting our educators in deliver this education. By equipping educators with the knowledge and tools necessary to navigate the complexities of trauma, adverse experiences, and attachment disruptions, we can pave the way for a future that prioritizes evidence-based practices and resilience in education.

Understanding the Interplay between Trauma, Adverse Childhood Experiences, Attachment, and the Window of Tolerance

Trauma refers to deeply distressing and overwhelming experiences that exceed an individual’s capacity to cope effectively. Traumatic events can include physical or sexual abuse, neglect, natural disasters, accidents, or witnessing violence. Trauma can have significant impacts on a person’s emotional, psychological, and physical well-being, leading to a range of symptoms such as hypervigilance, flashbacks, anxiety, and difficulty with trust. It’s not just trauma that can impact a child; adverse experiences, including chronic stress, can also affect their ability to regulate and tolerate stressors. Adverse experiences encompass a range of challenging circumstances that can disrupt a child’s development and well-being. These experiences can include:

1. Childhood Adversity: Adverse experiences during childhood, such as neglect, physical or emotional abuse, household dysfunction, or exposure to violence, can have a profound impact on a child. These experiences can overwhelm their coping mechanisms and lead to dysregulation in response to stressors.
2. Chronic Stress: Prolonged exposure to stressful situations, such as poverty, family instability, community violence, or parental substance abuse, can result in chronic stress for children. Chronic stress can contribute to a dysregulated arousal state, making it challenging for children to effectively manage and cope with stressors in their environment.
3. Disrupted Attachment: Attachment disruptions, such as inconsistent caregiving, separation from caregivers, or loss of a significant attachment figure, can significantly affect a child’s ability to regulate emotions and tolerate stress. Disrupted attachment relationships can lead to difficulties in establishing a sense of safety and trust, which can impact their window of tolerance.
4. Bullying at home or at school: Bullying can cause profound emotional distress, leading to feelings of fear, humiliation, shame, and helplessness. The child may experience persistent anxiety, depression, low self-esteem, and a loss of trust in others. These emotional experiences can have long-lasting effects on their overall well-being and self-perception and lead to social Isolation, as bullying often targets a child’s social relationships, resulting in social exclusion, rejection, or alienation. The child may feel isolated, struggle to form trusting relationships, and experience difficulties in social interactions. The sense of being socially disconnected can exacerbate the emotional impact of bullying and further contribute to feelings of loneliness and vulnerability.

Attachment is the emotional bond that develops between a child and their primary caregiver, typically established during infancy. Attachment theory, pioneered by psychologist John Bowlby, emphasizes the critical role of secure attachment in shaping a child’s socio-emotional development and relationships throughout life. Secure attachment is characterized by a consistent and responsive caregiver who provides a safe and nurturing environment for the child, fostering a sense of trust, safety, and emotional regulation.

Insecure attachment can manifest in different patterns:

• Anxious Attachment: Children with anxious attachment may exhibit clingy behaviors, seek excessive reassurance, and struggle with separation anxiety. They may have difficulty regulating their emotions and have a heightened fear of abandonment.
• Avoidant Attachment: Children with avoidant attachment may avoid seeking comfort or connection from caregivers, display independence at an early age, and have difficulty expressing their emotions openly. They may develop self-reliance as a way to cope with unmet emotional needs.
• Disorganized Attachment: Children with disorganized attachment often exhibit inconsistent and contradictory behaviors, displaying a mixture of anxious and avoidant tendencies. They may exhibit fear or confusion in the presence of their caregiver and struggle with regulating emotions and behavior.

Studies conducted using self-report measures, such as the Adult Attachment Interview (AAI) or self-assessment questionnaires like the Relationship Scales Questionnaire (RSQ), have found that approximately 40-50% of adults classify themselves as not having a secure attachment style. It is worth mentioning that attachment styles are not necessarily fixed or static; they can be influenced by various factors and may change over time. Additionally, attachment styles can differ in different relationships or contexts. Therefore, understanding attachment as a dynamic and evolving process allows for the potential for individuals to develop and cultivate secure attachments throughout their lives, even if they may have experienced insecure attachments or if they were developed in their family of origin. Teachers and other caregivers have significant power to influence positive attachment, particularly if they understand how insecure attachments can be exacerbated and secure attachment can be cultivated by their behavior.

The concept of the window of tolerance, introduced by psychiatrist Dr. Dan Siegel, refers to an optimal range of arousal within which an individual can effectively regulate their emotions and cope with stressors. When a person’s arousal level falls within their window of tolerance, they can maintain a state of balance, engage in adaptive coping strategies, and respond to challenges with resilience and most importantly, when thinking about children in an educational setting, allow learning to occur. The ability to recognize a child’s optimal window of tolerance, when they are in actively engaged in hyper and hypo arousal states can significantly impact an educator’s ability to co-regulate a child’s arousal state and better manage the overall behavior in the classroom.

Trauma or ACEs can significantly impact attachment patterns and the regulation of arousal states, which are closely intertwined processes in human development. Arousal regulation which refers to the ability to manage and modulate one’s physiological and emotional responses to stressors are as stated above, crucial in a child’s ability to being emotionally “online” to receive new learning.

We know that children who have experienced neglect, abuse, or inconsistent caregiving may develop insecure attachment patterns. To re-iterate children may exhibit anxious attachment, avoidant attachment, or disorganized attachment behaviors. These attachment patterns reflect adaptive strategies that children employ to cope with a lack of safety, predictability, and responsiveness in their caregiving relationships.

As we know, trauma and adverse experiences can dysregulate the arousal states of children, when trauma overwhelms an individual’s coping mechanisms, their window of tolerance narrows, leading to dysregulated states of hyperarousal or hypoarousal.

• Hyperarousal: Trauma or ACE can result in heightened states of hyperarousal, where individuals may experience intense anxiety, irritability, hypervigilance, and an exaggerated startle response. These hyperaroused states can be triggered by reminders or cues associated with the traumatic event, leading to an increased sense of threat and a reduced capacity to modulate emotional and physiological responses. The triggers are often unconscious and can be received by neuroception, making some behaviors seem to appear “out of nowhere”.
• Hypoarousal: On the other hand, trauma can also lead to states of hypoarousal, characterized by emotional numbness, dissociation, withdrawal, and a sense of emotional shutdown. Individuals in hypoaroused states may feel detached from their surroundings, exhibit reduced emotional responsiveness, and struggle with concentration and engagement. With younger children this may look like, distractibility or daydreaming.

By promoting secure attachment relationships, individuals affected by trauma can experience healing and expansion of their window of tolerance. Secure attachments provide a foundation of safety, trust, and support, facilitating the development of effective emotional regulation skills and resilience in the face of adversity. Through appropriate interventions, supportive relationships, and trauma-informed practices, it is possible to promote secure attachment and expand the window of tolerance for children impacted by emotional dysregulation.

The Role of Trauma-Informed Schools in Supporting Students’ Mental Health and Learning

Trauma-informed schools approach education with a deep understanding of trauma’s effects on students and recognize that traditional disciplinary approaches may not be effective in addressing their needs. Instead, they prioritize creating a safe and supportive learning environment that nurtures students’ well-being and helps them develop the necessary skills to thrive academically and socially.

The need for trauma-informed schools is further highlighted by the intersectionality of trauma with various social issues prevalent in Canadian society. Students from marginalized communities, including Indigenous populations, racial and ethnic minorities, and those facing socioeconomic challenges, may disproportionately experience trauma. Trauma-informed practices in schools can play a crucial role in addressing equity, inclusion, and social justice concerns by providing targeted support and interventions for these students.

The significance of trauma-informed schools lies in their ability to address the diverse needs of students, including those who may be dealing with the effects of trauma. Here are some key aspects of their importance:

1. Creating Safe and Nurturing Environments: Trauma-informed schools prioritize creating physically and emotionally safe environments where students feel secure, valued, and respected. This includes establishing clear behavioral expectations, promoting positive discipline practices, and fostering a culture of empathy, understanding, and inclusivity. By providing a supportive and nurturing environment, trauma-informed schools help students feel safe to learn and grow.
2. Understanding the Impact of Trauma: Trauma-informed schools educate staff about the effects of trauma on students’ development, behavior, and learning. They raise awareness about how trauma can manifest in various ways, such as academic difficulties, emotional dysregulation, social withdrawal, or disruptive behavior. By understanding these impacts, educators and paraprofessionals can respond compassionately and effectively to support students’ unique needs.
3. Trauma-Informed Practices for Enhanced Engagement: Trauma-informed schools implement strategies and practices that promote student engagement. These may include creating predictable routines and structures, offering choice and autonomy, incorporating student interests into the curriculum, and utilizing experiential and hands-on learning approaches. By fostering a sense of belonging, agency, and relevance, trauma-informed practices enhance student motivation, active participation, and overall engagement in the learning process.
4. Supporting Emotional Regulation: Trauma-informed schools prioritize educating students on emotional regulation skills, recognizing that trauma can significantly impact their ability to manage and express emotions. They provide opportunities for students to learn self-regulation techniques, develop emotional literacy, and practice mindfulness or relaxation exercises. By equipping students with these skills, trauma-informed schools promote emotional well-being, resilience, and the capacity to focus on learning.

By embracing trauma-informed practices, schools prioritize the holistic well-being of students, acknowledging the importance of their social-emotional needs alongside academic growth. These practices not only create a positive and inclusive learning environment but also contribute to enhanced student engagement, emotional regulation, and overall learning outcomes. Trauma-informed schools recognize that by meeting students where they are and providing the necessary support, they can foster resilience, empower students to reach their full potential, and lay the foundation for lifelong success.

Equipping Educators with Tools for Creating Safe and Nurturing Environments

Trauma-informed classroom management and support are crucial components of creating an environment that promotes healing, growth, and success for students. To effectively implement trauma-informed practices, teachers require resources and training opportunities to enhance their understanding and skills. Here’s why it is important:

1. Building Knowledge and Awareness: Teachers need access to resources and training that provide a comprehensive understanding of trauma, its impact on students, and the principles of trauma-informed care. This knowledge equips teachers to recognize trauma-related behaviors, respond empathetically, and implement appropriate strategies to support students’ needs effectively. Classroom management can be greatly enhanced by supporting teacher training in the signs and symptoms of the various attachment disorders as well as children operating from a narrow window of tolerance. It is especially important when there is an understanding that many children display these symptoms even though they may not rise to the level of having to be removed from the classroom or require added support from paraprofessionals. If the enhancement of learning is a goal, then training teachers to be trauma informed can create greater academic success.
2. Creating Safe and Predictable Environments: Teachers can establish a trauma-informed classroom by offering opportunities for emotional and physical regulation and including these opportunities daily. According to the Canadian ACE Study, approximately 64% of Canadians reported experiencing at least one ACE. The study highlighted that ACEs are common and can have a profound impact on individuals’ physical and mental health throughout their lives. As well, according to the Canadian Incidence Study of Reported Child Abuse and Neglect, there were over 235,000 reported cases of child abuse and neglect in Canada in 2018. It is important to note that these figures represent reported cases and may not capture the full extent of the issue. Training helps teachers learn practical techniques to create a supportive and nurturing environment where students feel secure.
3. Fostering Positive Relationships: Building positive relationships is fundamental in trauma-informed classroom management. Teachers benefit from training that emphasizes the significance of strong teacher-student connections, active listening, and validation. By understanding the impact of trauma on relationships, teachers can cultivate an atmosphere of trust, empathy, and respect, enhancing students’ social and emotional well-being.
4. Implementing Trauma-Sensitive Teaching Practices: Trauma-informed training equips teachers with strategies for adapting their teaching practices to meet the diverse needs of students impacted by trauma. This includes incorporating choice and flexibility into assignments, providing options for self-expression, offering sensory breaks, and utilizing trauma-sensitive instructional approaches. Teachers can learn how to create a strengths-based approach that focuses on students’ resilience and potential.
5. Self-Care and Resilience-Building: Trauma-informed training should address the importance of self-care for teachers themselves. Educators need strategies for managing their own stress and fostering their resilience to prevent burnout. By prioritizing their well-being, teachers can sustain their effectiveness in the classroom and provide the necessary support to students.

Providing resources and training opportunities for teachers demonstrates a commitment to their professional growth and enhances their capacity to implement trauma-informed practices. This can be achieved through workshops, professional development programs, online resources, and access to expert guidance. By investing in training in trauma informed practices, educational institutions foster a culture of continuous learning, empathy, and understanding around trauma and ACE’s, ultimately benefiting both teachers and students. The onus should not be put on teachers to seek out their own learning materials on this matter. Providing the resources to implement trauma informed teaching practices are as relevant as providing academic teaching materials.

Embracing a Future of Resilience: The Need for Evidence-Based Practices in Education

Recognizing the paradigm shift towards evidence-based practices in education is not just a matter of embracing a passing trend; it is a vital step towards transforming the educational landscape and ensuring the success and well-being of our students. The traditional approach of education, which often focused solely on academics and neglected the social and emotional needs of students, is no longer sufficient in today’s complex world. We have come to understand that the holistic development of students requires a comprehensive understanding of their experiences, including the impact of trauma.

Advocating for the integration of trauma-informed approaches in educational policies and frameworks is not a luxury; it is an urgent necessity. The effects of trauma on students can be profound, hindering their ability to learn, engage, and reach their full potential. By acknowledging and addressing the impact of trauma, we have the opportunity to create school environments that are safe, supportive, and empowering for all students.

Encouraging collaboration between educators, administrators, and mental health professionals is a crucial part of the puzzle. The weight of responsibility cannot rest on the shoulders of teachers. They already bear the weight of countless expectations, overloaded workloads, and the immense task of shaping young minds. By fostering collaboration and partnership, we can create trauma-informed school systems where teachers feel supported, empowered, and better equipped to meet the diverse needs of their students.

When educators work hand in hand with administrators and mental health professionals, a powerful synergy is formed. It becomes a collective effort, a united front dedicated to creating nurturing and inclusive environments where students can heal, grow, and thrive. Teachers no longer feel isolated in their struggles; they have a network of support, guidance, and expertise to rely on.

Imagine a future where trauma-informed practices are deeply ingrained in the fabric of education. A future where teachers have the knowledge, skills, and resources to identify and support students who have experienced trauma or emotional dysregulation without having to rely on what was taught in university, which is woefully inadequate in equipping future teachers with the skills to navigate the landscape that is trauma and ACEs. A future where school policies, curricula, and approaches are informed by the latest research and evidence-based practices. This is the future we must strive for, where trauma-informed education is not the exception but the norm.

By recognizing the shift towards evidence-based practices and advocating for trauma-informed approaches, we can lay the foundation for a more compassionate, inclusive, and successful education system. It is a transformative journey that requires dedication, collaboration, and a collective belief in the power of education to heal and empower the whole child.

Should teachers and administrators have to deal with trauma, lack of emotional literacy and ACE’s? Absolutely not. Would it be ideal if all students had secure and functional home environments? Absolutely. However, the institutions with which our children must engage with daily is tasked with dealing with things as they are, not as we wish they could be.

The current mental health crisis facing our children is a pressing and alarming issue that demands immediate attention and concerted efforts from all stakeholders. Our children are experiencing unprecedented levels of stress, anxiety, depression, and other mental health challenges that have reached crisis proportions. This crisis is multifaceted and complex, influenced by various factors in our modern society. At this point the whys are not as important as the hows.

The COVID-19 pandemic has exacerbated the mental health crisis and took it from a tidal wave to a tsunami. The disruption of daily routines, social isolation, fear of illness, and the loss of loved ones have deeply affected children’s emotional well-being. The closure of schools, limited access to mental health services, and the challenges of remote learning further compounded the crisis.

To address this mental health crisis, a comprehensive and multi-faceted approach is needed. Beyond creating trauma informed schools, investments in mental health services and resources are crucial. Schools must have adequate access to qualified mental health professionals, counselors, and support staff who can provide early intervention, counseling, and referral services. Collaboration between schools, mental health organizations, and community services is essential to establish comprehensive support systems for teachers and children.

We must advocate for systemic changes and governmental policies that prioritize mental health in education and society at large. This includes adequate funding for mental health services, reducing academic pressure, promoting work-life balance, societal support and appropriate financial compensation for educators, and ensuring equitable access to resources and support for all children, regardless of their socioeconomic background.

As we navigate the evolving landscape of education, it is imperative to recognize the significance of trauma-informed practices and the impact of attachment on students’ well-being and learning. By fostering secure attachments, understanding the interplay between trauma and the window of tolerance, and embracing evidence-based practices, we can shape a future where resilience and holistic student development take center stage. Together, we can create educational environments that empower teachers and students, support optimal learning environments, and provide teachers and students with the tools they need to thrive. The government, school boards, and administrators need to started putting their words in to action and commit to follow through. Our future and the future of our children is at stake.

RESOURCES:

1. The Hincks-Dellcrest Centre: This center provides resources and training on trauma-informed practice for educators and professionals working with children and youth. They offer webinars, workshops, and publications that can help teachers create trauma-sensitive classrooms. Visit their website at: https://www.hincksdellcrest.org/Home/Our-Institute/Training-Through-the-Institute2/Trauma-Informed-Practice.aspx
2. Alberta Family Wellness Initiative: This initiative provides resources and information on brain development, adverse childhood experiences (ACEs), and trauma-informed practice. Their website includes videos, toolkits, and research articles that can support educators in understanding and implementing trauma-informed approaches. Access their resources at: https://www.albertafamilywellness.org/what-we-know/trauma-informed-schools
3. Trauma-Informed Practices and Approaches in Schools (TIPAS): This resource from the Ontario Ministry of Education provides guidance and practical strategies for creating trauma-informed schools. It offers an overview of trauma-informed approaches, as well as specific recommendations for supporting students who have experienced trauma. You can find it here: http://www.edu.gov.on.ca/eng/document/reports/trauma.pdf
4. Trauma-Informed Practice Guide for Educators (British Columbia): This guide, developed by the British Columbia Ministry of Education, offers insights and strategies for educators to create trauma-informed classrooms. It provides information on trauma, the impact on learning, and practical approaches for supporting students. You can access the guide here: https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/teach/pdfs/trauma-informed_practice_guide.pdf

PODCASTS:

1. “Trauma-Informed Lens Podcast” by Dr. Allison Jackson: This podcast explores trauma-informed practices in various settings, including schools. It covers topics such as the impact of trauma on learning, self-care for educators, and strategies for creating trauma-informed classrooms. You can find it on major podcast platforms or visit the website: https://www.traumainformedlens.com/
2. “Trauma Informed Education” by Transformative Principal: Hosted by Jethro Jones, this podcast focuses on trauma-informed practices in schools. It features interviews with educators, administrators, and experts who share their insights and experiences in implementing trauma-informed approaches. You can listen to the podcast on major platforms or visit the website: https://www.transformativeprincipal.org/series/trauma-informed-education/
3. “The Trauma-Informed Educators Network Podcast” by Community Works Institute: This podcast explores trauma-informed education and social-emotional learning. It covers topics such as trauma-informed teaching strategies, self-regulation, and building resilience in students. You can find it on major podcast platforms or visit the website: https://communityworksinstitute.org/podcast/
4. “The Whole Child Podcast: Changing the Conversation About Education” by ASCD: While not solely focused on trauma-informed practices, this podcast discusses various aspects of supporting the whole child, including trauma-informed approaches. It features interviews with educators, researchers, and policymakers who share insights and strategies for creating nurturing learning environments. You can listen to it on major platforms or visit the website: https://www.learningfirst.org/wholechildpodcast

BOOKS:

1. “Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom” by Kristin Souers and Pete Hall: This book offers practical strategies for creating a trauma-sensitive classroom environment. It provides insights into the impact of trauma on learning and behavior and offers approaches for supporting students’ emotional well-being and academic success.
2. “Help for Billy: A Beyond Consequences Approach to Helping Challenging Children in the Classroom” by Heather T. Forbes: This book focuses on understanding and supporting students with challenging behaviors resulting from trauma. It provides insights into the underlying causes of these behaviors and offers practical strategies for creating a trauma-informed classroom.
3. “The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma” by Bessel van der Kolk, M.D.: While not specific to education, this book is a seminal work in understanding the impact of trauma on the brain and body. It explores various treatment approaches and offers insights into how trauma affects learning, behavior, and emotional well-being.
4. “Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives, K-5” by Susan E. Craig: This book focuses on trauma-sensitive practices specifically tailored for elementary schools. It offers practical strategies, case studies, and examples of trauma-informed interventions that can be implemented in the classroom and schoolwide.
5. “Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators” by Caelan Kuban: This book provides a comprehensive guide to creating trauma-informed schools. It covers topics such as understanding trauma, implementing trauma-informed practices, and addressing specific needs of students who have experienced trauma.

If you’d like to book an online, one on one, or group therapy session for symptoms manifesting from trauma or adverse childhood experiences and live in Canada, you can book an appointment here.