Trauma-informed approaches in education
Advent of trauma-informed care
Advent of trauma\-informed care
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Advocacy for trauma\-informed systems change began in the early 2000s with an argument by Harris and Fallot. Their argument was that the impacts of trauma are pervasive, and not limited to the traumatic experience itself. They claim that trauma does not only impact the individual's functioning in relation to trauma\-specific stimuli, but also impacts other sequelae (e.g., physical health, social, academic, and interpersonal problems), and importantly their ability to interface with help seeking systems; thus changes should be made to these systems to better accommodate and serve the needs of trauma\-impacted individuals. Edwell, Singer, and Jack's investigation of rhetorical technique as a medical intervention provides insight into the significance of narrative medicine in fostering empathy and promoting healing in healthcare environments by highlighting the influence of individual narratives on the development of patient\-provider interactions. There is a big emphasis on the potential of language and communication as therapeutic tools by supporting interdisciplinary approaches that include rhetorical strategies, especially when discussing difficult themes like trauma. They underline the importance of integrating expressive practices into patient treatment and the empowering character of expressive activities in helping people process and cope with trauma In their model for trauma\-informed care, Harris and Fallot conceptualize organizational change for health service systems, incorporating an understanding of trauma and the conditions that enhance or interfere with healing, as an imperative response to supporting individuals with traumatic experiences and resisting their re\-traumatization. Harris and Fallot's model assumes a more holistic stance in regards to responding to trauma, compared to traditional, trauma\-specific, clinical models which prioritize individual, and trauma\-specific interventions that directly target trauma symptoms.

Since Harris and Fallot's model, multiple models for trauma\-informed care have emerged. Across all models, the goal of a trauma\-informed approach remains to create an environment that prioritizes safety, choice, control, and empowerment for the impacted individual. This is reflected in the widely accepted core principles of trauma\-informed care, published by the [Substance Abuse and Mental Health Services Administration](/wiki/Substance_Abuse_and_Mental_Health_Services_Administration "Substance Abuse and Mental Health Services Administration") (SAMHSA). These principles include: ensuring safety, trustworthiness and transparency, peer support, collaboration \& mutuality, empowerment \& choice, and attention to cultural, historical, and gender issues. See [Trauma\-informed care](/wiki/Trauma-informed_care "Trauma-informed care") for further information. These principles are typically upheld by general approaches that prompt increased sensitivity towards the impact of trauma and trauma\-specific services (e.g., assessment, psychoeducation, treatment) that can address symptoms and trauma recovery.

A trauma\-informed approach recognizes schools as a youth serving system consisting of practices, policies, and procedures with the potential for healing or re\-traumatization of trauma\-impacted youth. Trauma\-informed approaches are appropriate for all levels of education including [higher](/wiki/Higher_education "Higher education"), [secondary](/wiki/Secondary_education "Secondary education"), and [elementary](/wiki/Primary_education "Primary education") education. Within a school system, a trauma\-informed approach facilitates systemic change through the integration of a trauma lens into the operating procedures, policies, and development of the school workforce. Similar to the goals of trauma\-informed care, the aim of a trauma\-informed education approach is to create a safe, and welcoming environment that is attuned and responsive to the needs of not only students but all members of the school community (e.g. teachers, administrative staff, families) touched by the effects of trauma. All stakeholders are engaged in supporting the recovery and overall wellbeing of students through approaches that develop a school\-wide awareness of trauma and the capacity to respond to student needs with trauma\-informed skills.


How does understanding the influence of individual narratives on patient-provider interactions improve healthcare outcomes?