Raising Traumatized Minds
I didn’t set out to become an expert on childhood trauma. But I did choose to adopt. And this journey, taken together with my wife and children, has led me into deep, deep waters. I’ll be more clear: Trauma took me to school.
Like all parents, I want the absolute best for my kids. I want to see them thrive. As a loving father, I am charged with guiding and teaching and supporting my kids. For our family, this has required far more than rides to soccer, help on homework and a balanced diet.
Because our children experienced significant, nay horrific, childhood trauma, our supportive efforts look much different. In addition to soccer practice, we’ve kept regular attachment therapy a priority. Along with annual well check-ups at the doctor, we’ve spent time with neuroscientists, interpreting brain maps. In addition to Fruity Pebble multi-vitamins, we’ve had to monitor psychotropic medication. And alongside teaching respect for elders, we’ve worked hard to give our kids skills for self-regulation.
In my own home:
- My learning around this trauma and kids has approximated graduate level action-research.
- My kids have functioned as master teachers.
- Evenings of reading books about childhood trauma and attachment and brain functioning, have felt like cramming for finals.
- Office hours with clinicians. therapists, and residential treatment staff have given our family hope, and taken us to school.
Impact on Teaching and Learning
And now, I bring this earned perspective and developing expertise to the world of education. Here, scores of children and families face similar challenges. The effects of trauma aren’t isolated to a child’s home experience, of course. Our kids, not just those fostered and adopted, bring trauma into our classrooms.
In fact, two million youth in our country are abused and neglected in our country each year. 1 in 5 children and adolescents suffer from mental illness. Bessel van der Kolk, author of The Body Keeps Score: Brain, Mind, and Body in the Healing of Trauma, calls trauma, our most urgent public health issue.
Here’s how it plays out: We know (via the Ace study) that early abuse and neglect disrupts healthy functioning of the physiological systems. It ends up ravaging the physical and mental health of young people. It cripples their ability to function well socially. And it rewires the brain, seriously impairing areas dedicated to pleasure, engagement, control, and trust. With only limited capacity to stay self-regulated, learning in our classrooms suffer.
But van der Kolk reminds us that, “…we [now] have the knowledge necessary to respond effectively” (358).
As educators, we have a responsibility to be trauma-informed. Beyond being informed, I believe that our school communities should be trauma-equipped. That is, we should employ practices, that we know to be effective, with kids who have faced early life trauma.
In the words of van der Kolk, “The greatest hope for traumatized, abused, and neglected children is to receive a good education in schools where they are seen and known, where they learn to regulate themselves, and where they can develop a sense of agency” (353).
I want to play a role in helping learning communities like mine accept the challenge to be #trauma-equipped. Will you join me on this journey of preparation and understanding?
Photo by Ian Burt via Flickr.