Early childhood and primary education are critical periods in the growth and development of children.
This article written by Dr Marguerita Magennis explores the topic of trauma in early childhood and the role of trauma informed practice in early years and primary school settings ahead of delivering our CPD Certificate in Trauma Informed Practice.
During these formative years, children not only acquire foundational academic skills but also develop crucial emotional, social, and cognitive abilities that shape their future well-being (Lotty, 2021).
However, the presence of trauma, especially unaddressed, can significantly hinder this development (Knight, 2015). Therefore it is vital to have an understanding and begin addressing trauma in educational and other settings, as this can greatly enhance a child’s ability to thrive.
As a psychologist and psychotherapist, I can see that raising trauma awareness in early and primary education is essential for the holistic development of children. From my personal experience the earlier interventions are put in place, the stronger and more resilient the child will become as an adult.
By fostering a trauma-informed environment, educators, administrators, and caregivers can create safe, supportive spaces where all children, including those who have experienced trauma, are empowered to learn and grow.
Dr Maria Lotty, a leading voice in trauma-informed education, emphasises that recognising and responding to trauma not only benefits individual children but also positively impacts entire school communities (2021).
Learn More: CPD Certificate in Trauma Informed Practice
Understanding Trauma in Early Childhood
Trauma in early childhood refers to experiences or events that overwhelm a child's ability to cope.
These experiences can range from witnessing domestic violence to enduring neglect or abandonment.
While the nature and severity of trauma can vary, the effects on a child's development can be profound. As Lotty (2020) notes, early exposure to trauma can have long-lasting impacts on a child’s emotional regulation, cognitive abilities, and social relationships.
Children who experience trauma often struggle with issues related to attachment, trust, and emotional regulation (Lotty, 2020; Killy-Irving, 2019). For instance, a child who has witnessed domestic violence may display symptoms of anxiety, aggression, or withdrawal (Killy-Irving, 2019).
Similarly, a child who has been neglected might find it difficult to form trusting relationships, impacting their ability to engage with peers and educators.
These challenges can severely disrupt a child’s educational experience, underscoring the need for trauma-aware practices in schools and other care settings.
The Impact of Trauma on Brain Development
Research has shown that trauma can disrupt the development of neural pathways in key areas of the brain, particularly those responsible for emotional regulation, executive functioning, and stress response (Porges, 2011).
Therefore, children exposed to trauma may experience difficulties in areas such as attention, memory, and self-control. These challenges can significantly impede their ability to focus in class, retain information, or manage their emotions, which in turn affects their academic performance and social and emotional wellbeing (Magennis, 2023).
Dr Maria Lotty highlights that these disruptions in brain development are not set in stone (2021). With the right support and interventions, the brain has a remarkable ability to heal and adapt.
This is where trauma-informed practice becomes crucial. Schools and other care settings can play a pivotal role in helping children rebuild those neural pathways by providing a stable, nurturing, and supportive environment that fosters emotional and cognitive growth.
Trauma-Informed Education: A Paradigm Shift
Trauma-informed practice is not just about understanding the effects of trauma; it is about creating an educational environment that supports all students, particularly those who have experienced trauma.
Dr Lotty emphasises that trauma-informed practice requires a shift in how educators understand and respond to children's behaviours and needs (2020). Instead of viewing challenging behaviours as disruptions, educators are encouraged to see them as potential responses to trauma.
This paradigm shift promotes empathy and compassion (Magennis, 2023). Rather than punishing a child for acting out, we are trained to be aware of triggers, consider the danger of re-traumatising, and learn to ask, “What happened to this child?” instead of “What is wrong with this child?” This approach allows us all as practitioners (regardless of our field) to address the root causes of behaviours, providing the support that children need to feel safe, understood, and valued in the school and care environment.
Creating Safe and Supportive Learning Environments
One of the core principles of trauma-informed education is the creation of safe and supportive learning environments.
Children who have experienced trauma often feel unsafe or threatened in situations that remind them of their traumatic experiences (Ottaway et al., 2016). Schools and other establishments working with children must, therefore, strive to create an environment where children feel secure both physically and emotionally.
We refer to these as trauma responsive environments, and these environments can and often do begin in the early childhood setting and also in the home (Magennis, 2023).
According to Dr Lotty, schools can achieve this by fostering predictability and consistency in the classroom (2020). Clear routines, transparent communication, and respectful interactions help create a sense of safety for all students. Additionally, ensuring that the physical space is free from potential triggers or stressors is key to helping children feel comfortable and ready to learn.
Social and emotional safety is equally important. Trauma-informed schools prioritise building strong, trusting relationships between educators, carers and the children we work with.
These relationships provide children with a sense of security and stability, which is essential for their ability to engage in learning.
As a result we the practitioners and educators can build trust by showing genuine care, listening actively to our children/students concerns, and validating their emotions.
The Role of Emotional Regulation and Resilience
Children who have experienced trauma often struggle with emotional regulation—the ability to manage and respond to their emotions in a healthy way (Goldman, 2019).
Supporting this, Dr Lotty explains, trauma-informed education emphasises the importance of helping children develop the skills they need to regulate their emotions and cope with stress (2020). Thus, not only improving their academic performance but also promoting their overall well-being.
One effective strategy is the integration of social-emotional learning (SEL) into the curriculum. SEL teaches children how to identify and manage their emotions, build positive relationships, and make responsible decisions.
By incorporating these skills into daily classroom activities, practitioners and educators can help all young children, particularly those who have experienced trauma, build emotional resilience and develop much needed skills to help them in later life.
The danger with not addressing the aftermath of ACEs is that as adults, these children will find it particularly difficult to cope with stresses.
Furthermore, resilience—the ability to bounce back from adversity—is a key factor in a child’s ability to thrive after trauma.
Trauma-informed environments actively promote resilience by creating a positive culture that celebrates strengths, encourages growth, and provides opportunities for students to succeed despite their challenges.
Siegel highlights that resilience is not an inherent trait, but a skill that can be developed with the right support and encouragement (2015).
.jpg?width=1000&height=500&name=EY%20blog%20(1).jpg)
Addressing Long-Term Impacts of Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACEs) refer to traumatic events in a child’s life, such as abuse, neglect, or household dysfunction.
Research has shown that ACEs are linked to a wide range of negative outcomes, including mental health disorders, substance abuse, and chronic health conditions in adulthood.
However, as Dr Lotty points out, the effects of ACEs are not inevitable (2020). Early intervention, particularly in educational settings, can mitigate many of these long-term consequences.
By raising trauma awareness in early and primary education, schools can play a critical role in addressing ACEs and reducing their long-term impact.
Trauma-informed practices, such as providing mental health support, fostering positive relationships, and promoting emotional regulation, can help children build the skills they need to navigate the challenges they face and reduce the risk of future difficulties.
The Importance of Professional Development for Educators and others working with young children
For trauma-informed education and care to be effective, we must be equipped with the knowledge and skills to recognise and respond to trauma.
This CPD course in Trauma Informed Practice aims to promote and highlight the importance of professional development and ongoing training for teachers, administrators, and staff.
Educators need to understand the signs of trauma, how trauma affects learning and behaviour, and the strategies they can use to support students who have experienced trauma.
Professional development should also include training on self-care and stress management for educators themselves.
Working with children who have experienced trauma can be emotionally demanding, and educators need to be able to manage their own well-being in order to provide the best support for their students.
Schools that prioritise the well-being of their staff are better positioned to create a trauma-informed culture that benefits both students and educators.
Collaborating with Families and Communities
Trauma-informed education extends beyond the classroom. Dr Lotty stresses the importance of involving families and communities in the process (2020, 2021).
Schools can work with parents, caregivers, and community organisations to provide a network of support for children who have experienced trauma.
This collaboration ensures that children receive consistent support both at school and at home, which is crucial for their healing and development.
In addition, schools and other care settings can serve as a resource for families by providing information about trauma and its effects, as well as connecting families with community resources such as counselling services, support groups, and other mental health interventions.
By working together, schools and communities can create a comprehensive support system that fosters the holistic development of all children.
Working together towards building a Trauma-Informed Future
Raising trauma awareness in early and primary education is essential for the holistic development of children.
As Dr Maria Lotty highlights, trauma-informed education has the power to transform the lives of children who have experienced adversity (2020).
By creating safe, supportive learning environments, building trusting relationships, and promoting emotional regulation and resilience, schools can help children overcome the effects of trauma and reach their full potential.
The benefits of trauma-informed education extend far beyond individual child or young person. Trauma-aware environments contribute to healthier, more inclusive communities, where everyone can feel valued and supported.
By investing in trauma awareness and education and care settings, we are not only supporting the development of the next generation but also building a more compassionate and resilient society for the future.
Author
Dr Marguerita Magennis
Course Coordinator Masters in Early Childhood Studies & Lead Lecturer BA Hons degree Early Childhood Studies.
Read more about Marguerita here
Find Out More
If you are interested in learning more about trauma informed practice, you can book onto our upcoming CPD course. If you have any questions, you can book a consultation call with our course advisor Jennifer Matteazzi, email her at jennifer.matteazzi@portobelloinstitute.com or call 01 892 0031.
References and further Reading:
Goldman, D. (2019) The Emotionally Intelligent Leader, Harvard Business Press.
Kelly-Irving, M. (2019) A Critique of the Adverse Childhood Experiences Framework in Epidemiology and Public Health: Uses and Misuses. Social Policy and Society, 1-12.
Knight, C. (2015) Trauma- Informed Social work practice: Practice considerations and challenges. Clinical Social Work Journal 43(1): 25-37.
Lotty, M. (2019) Enhancing Foster Carers capacity to promote placement stability: National Review panel (2019). National review panel annual report 2018: Dublin, Tusla – Child and Family Agency.
Lotty, M. (2020) Childhood trauma in mind: Integrating Trauma -informed care in ECEC. An leanbh Og: journal of Early Childhood Studies, 13(1), 105 – 121.
Lotty, M. (2021) Exploring traume-informed foster care as a framework to support collaborative social worker-Forster carer relationships. Irish Journal of Applied Social Studies, 21(1), 34-51.
Magennis (2023) Supporting a Trauma Informed Approach, Blog post, Dr. M’s Thoughts (available online)
Ottaway, H., & Selwyn, J. (2016) “No-one told us it was going to be like this”, Fostering Attachment Ltd.
Porges, S. W. (2011) The Polyvagal theory: Neurophysiological foundations of emotions, attachment, communications, self-regulation (Norton Series on Interpersonal Neurobiology): WW Norton & Company.
Siegel, D. (2015) Interpersonal Neurobiology as a Lens into the Development of Wellbeing and Resilience. Children Australia, 40(2), 160-164.
