Trauma Through a Child's Eyes

1. Trauma resides in the nervous system, not in the event itself

Trauma is not in the event itself; rather, trauma resides in the nervous system.

Physiological response. Trauma occurs when an experience overwhelms the nervous system's capacity to cope, leaving a person feeling helpless and disconnected. This can happen even in seemingly minor events, especially for children who have limited resources to protect themselves.

Survival mechanisms. The body's response to perceived threats involves complex physiological changes, including the release of stress hormones and alterations in heart rate, breathing, and muscle tension. These changes are designed to prepare the body for fight, flight, or freeze responses. When these responses are thwarted or incomplete, the excess energy can become trapped in the nervous system, leading to traumatic symptoms.

Long-term effects. Unresolved trauma can have lasting impacts on a person's physical and emotional well-being, affecting their ability to regulate emotions, form relationships, and function in daily life. Understanding trauma as a physiological phenomenon rather than solely an emotional or psychological one is crucial for effective prevention and treatment.

2. Children's trauma symptoms differ from adults and vary by age

Children often tell us that they are traumatized through their play, sleep patterns, altered activity levels, exaggerated emotional responses (fear and anger), and somatic complaints such as tummy or head aches and regression to an earlier developmental level that may feel safer.

Age-specific manifestations. Trauma symptoms in children can vary greatly depending on their developmental stage:

• Infants and toddlers: May show increased crying, sleep disturbances, or regression in developmental milestones
• Preschoolers: Might exhibit repetitive play that reenacts the traumatic event or new fears and avoidance behaviors
• School-age children: Could display difficulty concentrating, aggressive behavior, or somatic complaints
• Adolescents: May engage in risk-taking behaviors, experience depression or anxiety, or have trouble in relationships

Behavioral clues. Children often lack the verbal skills to express their traumatic experiences directly. Instead, they may communicate through changes in behavior, such as becoming withdrawn, aggressive, or overly clingy. Observing these behavioral shifts is crucial for identifying trauma in children.

Physical symptoms. Trauma can manifest in physical ways, including headaches, stomachaches, and changes in appetite or sleep patterns. These somatic complaints are the body's way of expressing distress when a child cannot verbalize their experiences or emotions.

3. Emotional first aid can prevent and heal childhood trauma

An ounce of prevention is worth a pound of cure.

Immediate response. Providing emotional first aid immediately after a potentially traumatic event can significantly reduce the likelihood of long-term traumatic symptoms. This involves:

• Assessing the child's state of shock or distress
• Providing a calm, reassuring presence
• Allowing the child to express their emotions without judgment
• Guiding the child's attention to their physical sensations

Validation and support. Acknowledging and validating a child's feelings and experiences is crucial. This helps them feel understood and supported, which can prevent the development of shame or self-blame often associated with trauma.

Follow-up care. Continued support and monitoring in the days and weeks following a traumatic event are essential. This may involve:

• Maintaining consistent routines to provide a sense of safety
• Encouraging age-appropriate discussions about the event
• Seeking professional help if symptoms persist or worsen

4. Sensory awareness and grounding techniques are crucial for healing

The language of recovery is the language of the reptilian brain—which is the language of sensations, of time, and patience.

Body-based approach. Healing from trauma involves reconnecting with the body and its sensations. This is particularly important because trauma can cause dissociation or disconnection from bodily experiences.

Grounding exercises. Simple techniques can help children (and adults) reconnect with their bodies and feel more present:

• Focusing on the sensation of feet touching the ground
• Noticing breath moving in and out of the body
• Engaging in rhythmic movements or gentle stretching
• Using the five senses to observe and describe the immediate environment

Pendulation. This technique involves alternating between focusing on comfortable and uncomfortable sensations, helping to build tolerance for difficult feelings and sensations. It allows the nervous system to learn that it can return to a state of calm after activation.

5. Birth experiences and early bonding shape a child's nervous system

At birth a baby's brain contains 100 billion neurons, roughly as many nerve cells as there are stars in the Milky Way.

Critical period. The first few months of life, including the birth experience, are crucial for shaping a baby's nervous system and capacity for self-regulation. Traumatic or stressful experiences during this time can have long-lasting effects on a child's development.

Bonding and attunement. The quality of early interactions between a baby and their caregivers plays a vital role in shaping the child's ability to regulate emotions and cope with stress. Face-to-face interactions, skin-to-skin contact, and responsive caregiving all contribute to healthy nervous system development.

Repair and resilience. Even if early experiences were not ideal, there are opportunities for repair. Supportive, attuned caregiving can help rewire a child's nervous system and build resilience. This may involve:

• Providing consistent, nurturing care
• Responding sensitively to the child's cues and needs
• Engaging in playful, joyful interactions
• Offering soothing touch and comfort during times of distress

6. Schools play a vital role in recognizing and addressing student trauma

Traumatized adults often re-enact an event that in some way represents, at least to their unconscious, the original trauma.

Recognition of symptoms. Educators are often the first to notice signs of trauma in students, which may manifest as:

• Difficulty concentrating or learning
• Behavioral problems or aggression
• Social withdrawal or isolation
• Emotional outbursts or numbness

Trauma-informed approach. Schools can adopt trauma-informed practices to create a more supportive environment:

• Training staff to recognize and respond to trauma symptoms
• Implementing calming strategies and safe spaces in classrooms
• Providing opportunities for students to build social-emotional skills
• Collaborating with mental health professionals and support services

Academic impact. Unaddressed trauma can significantly impair a student's ability to learn and succeed academically. By addressing trauma, schools can improve not only students' emotional well-being but also their academic outcomes.

7. Anger management alone is ineffective for traumatized children

Anger management approaches used in schools do not take this brain research into account.

Neurobiological basis. Traditional anger management techniques often rely on cognitive strategies, which may be ineffective for traumatized children whose brains are wired to bypass the thinking part of the brain in moments of perceived threat.

Alternative approaches. More effective strategies for helping traumatized children manage intense emotions include:

• Body-based interventions that help children recognize and regulate their physical states
• Sensory activities that promote grounding and self-awareness
• Teaching children to recognize early signs of activation in their bodies
• Providing opportunities for safe physical release of energy

Skill-building. The goal is to help children develop the ability to self-regulate their nervous systems over time, rather than simply trying to control their behavior in the moment.

8. Grief groups and animal-assisted therapy support emotional healing

Listening to (and being listened to by) others going through the same deep hurt is a very powerful and moving experience.

Shared experiences. Grief groups in schools provide a safe space for children to process loss and trauma alongside peers who understand their experiences. This can reduce feelings of isolation and normalize the grieving process.

Emotional expression. These groups offer opportunities for children to express and work through complex emotions related to loss, which they may not feel comfortable sharing in other settings.

Animal-assisted therapy. Incorporating therapy animals, particularly dogs, into grief groups or counseling sessions can:

• Provide comfort and unconditional acceptance
• Help children feel safe and grounded
• Encourage emotional expression and connection
• Teach lessons about empathy and non-judgment

9. Creating safe, inclusive classrooms fosters resilience and belonging

All students need three things. ... An atmosphere that creates a fundamental and pervasive sense of safety. ... A classroom climate where all students can enjoy a sense of belonging. ... Circumstances that provide frequent and expanding experiences of competency.

Safety first. Creating a physically and emotionally safe classroom environment is crucial for all students, especially those who have experienced trauma. This involves:

• Establishing clear, consistent routines and expectations
• Responding calmly and effectively to conflicts
• Providing predictability and structure

Fostering belonging. A sense of belonging is essential for students' emotional well-being and academic engagement. Teachers can promote this by:

• Creating opportunities for positive peer interactions
• Celebrating diversity and individual strengths
• Ensuring all students feel valued and included

Building competence. Providing students with opportunities to experience success and develop new skills is crucial for building resilience. This can involve:

• Offering a range of ways for students to demonstrate learning
• Breaking tasks into manageable steps
• Recognizing and praising effort and progress, not just outcomes

Last updated: August 21, 2024