A recent study by the National Child Traumatic Stress Network concluded that within schools in a post-pandemic world, approximately four students in every elementary classroom struggle with mental health indicators that impair them in some way. Also, nearly half of every class has been exposed to at least one adverse childhood event (ACE), and about 10 percent of a given class has been exposed to three or more ACEs (NCTSN, 2022). Furthermore, research consistently shows that the most important intervention for children affected by trauma is a safe, caring, and consistent school/classroom environment with at least one adult who they perceive as a buffer from the world around them (TASB, 2017).
What we know about students suffering from the effects of trauma is that their learning is hugely handicapped. When a student has a relaxed amygdala, they are in their prefrontal cortex and, therefore, can plan, execute and absorb new information. When the stress of trauma has created a limbic state for a student (the fight/flight/freeze reaction), academic learning and emotional regulation are nearly impossible. If we incorporate trauma-sensitive practices and tools into our classrooms, we can provide students with the skillsets they need to mitigate their amygdalin response and, therefore, create a hospitable learning environment in their prefrontal cortex.
The grant request is for trauma-sensitive classroom materials that are beneficial to all students as a means of emotional regulation.