Childhood trauma in the classroom

Mollie Tobin outlines research from neuroscience, psychology and education to highlight new understandings in childhood trauma research, and explores how this can be applied in the classroom. There is a misconception that children are more resilient than adults to the effects of trauma and will ‘outgrow’ traumatic experiences (Lieberman & Knorr, 2007). However, new understandings in developmental and neuroscience research have challenged popular ideas about trauma and brain development during childhood. This research can help educators and other stakeholders better understand the broad influence that trauma exposure may have on child development, and to reflect on policy and practice when considering traumatised children in classrooms. Childhood trauma Childhood trauma is typically characterised by the experience, which includes the type and duration of trauma experienced, and the child’s reaction to the…


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