type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

Trauma and violence informed teaching – why it is critically important, and how we can do it

February 13, 2019
''

Trauma and violence informed teaching – why it is critically important, and how we can do it

Dr. Bruce Perry is an international expert in child trauma, and in his book The Boy who was Raised as a Dog reminds us that teachers have a key role to play with children who have experienced trauma, pointing out that "Just as a traumatic experience can alter a life in an instant, so too can a therapeutic encounter." These therapeutic encounters include so many small moments, from welcoming smiles to slowing down and taking a moment to ask how a child is doing, from engaging all students in activities in nature to allowing each one the opportunity to help another.

As educators, you are probably familiar with the concept of trauma-informed teaching, which draws our attention to trauma and classroom practices that are intended to support and help the child who has experienced trauma. Trauma, broadly defined, is an experience that overwhelms an individual’s ability to cope.

In Canada,  the Childhood Incidence Study helps us understand how many of our children have experienced maltreatment: based on investigated cases, nearly half of all confirmed cases of child maltreatment involve exposure to domestic violence, followed by neglect, emotional maltreatment, physical and sexual abuse.

It is critically important to acknowledge, however, that interpersonal violence is not the only source of trauma. Trauma can be experienced as a result of structural violence, or experiences that happen to children because of who they are, how they live, and lack of opportunities. Racism, discrimination in all forms, poverty, unstable/inadequate housing, historical violence, and denial of education, employment, and hope for the attainment of basic wellness are all identified as possible sources of trauma. We know that both types of violence - interpersonal and structural - can affect many elements of learning  including attendance, physical illness, concentration, memory, self-confidence and perseverance.

A recent study called the Adverse Childhood Experiences (ACEs) study has raised awareness  about how  experiences such as abuse, neglect, and household challenges (such as having a parent who is incarcerated, or being homeless) can affect a child’s ability to attend, engage, and learn at school. A trauma-informed approach to teaching is critical to understand how to respond to and support individual children who have ACEs.

But a trauma-and-violence informed approach also takes into account not just interpersonal violence- that is, child maltreatment - but also structural violence. Instead of asking a student “What is wrong with you?”, we ask, “What has happened, what may still be happening, to you?”. It shifts the focus from what is happening in the child’s head, to what is happening in their life.

From colleagues who are investigating and developing new evidence-based practices in trauma-and-violence informed care (TVIC) in health care settings, we are fortunate to have guidance for bringing these principles to the classroom and school.

Here are 4 ways to work in a trauma-and-violence-informed way:

  1. Build trauma awareness and understanding of the high prevalence of trauma and violence, the impact of trauma on a child’s development, and the range of strategies that children and families use to cope.
  2. Build safety and trust by creating a welcoming environment, pairing expectations (for learning, for example) with support, developing positive relationships with children and families, and thinking about safety.
  3. Foster opportunities for choice, collaboration and connection by listening, noticing, and responding with care and a shared vision for identifying services, supports, and care.
  4. Use a strengths-based and capacity-building approach to support students.

Want to learn more?

Dr. Nadine Burke Harris, the newly appointed Surgeon General for the State of California, did a TED Talk on the topic of Adverse Childhood Experiences, which can be viewed here:

How childhood trauma affects health across a lifetime 

She has also authored a great book, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (Houghton Mifflin Harcourt Publishing Co: New York, NY).

These resources, and online resources such as those found at the Harvard Center on the Developing Child, can help us all learn more.

These moments matter, and your connection with students are so important. Within the Teach Resiliency site there are numerous resources that will be useful in understanding the experience of trauma, traumatic stress, and behavioural problems - we invite you to check them out, and keep the conversation going.

Recent Posts

wooden blocks with faces drawn on them
Creating a Mindful Community: How Parents, Teachers, and Students Can Work Together to Promote Mental Health
[ Feature Article ] Mental health is a critical aspect of a student’s overall well-being, and emphasizing the importance of mental health aligns with the “Living Well” facet of the Canadian Physical and Health Education Competencies (Davis et al., 2023). Creating a supportive, mindful environment that engages teachers, parents, and students can make a world of difference.
Authored by: Brenna Wyman
child catching a balloon
Balloons: Adding Accomplishment, Joy, and Challenge for Physical Education Students
[ Feature Article ] Balloons are an often-overlooked gem in the world of Physical Education (PE). Not only are they inexpensive, but they stay afloat for much longer than most balls, giving students ample time to strike, catch, and improve their coordination. Balloons are also versatile and offer a fun way to develop physical literacy while playing games that are engaging for students of all ages.
Authored by: Dr. John Byl
A woman engages with a group of individuals in a library setting, fostering discussion and collaboration among them.
Emerging Scholars – Where are they now?
[ Feature Article ] Since 2015, PHE Canada’s Research Council has honored graduate students with the Emerging Scholar Award for excellence in teaching, research, and leadership. As the 2025 Research Forum approaches, past recipients shared how the award shaped their careers, their proudest recent work, the value of staying connected to the Council, and advice for future scholars.
Authored by: Martha Gumprich
children playing soccer outdoors
Connecting Communities Through Movement: There’s Strength in Numbers
[ Feature Article ] During the early days of the pandemic, I pitched my idea to the administration at Larkhall Academy: an initiative designed to keep our school community engaged in movement. This initiative would be simple enough for anyone—students, staff, or community members—to participate in, and it would take very little time to complete. I named it Time to Move.
Authored by: Jody Worthman
1 teacher and 8 students behind her
The True Sport Experience: A values-based tool for educators
[ Feature Article ] Can you tell us a little about The True Sport Experience and what inspired the development of this resource? The True Sport Experience is a three-volume resource designed for educators working with...
Authored by: Sarah Bennett
Several people in canoes are positioned on the shore, engaging in recreational activities by the water's edge.
Sharing Teaching Experiences (Part Three): Logistics of Studying PHE Abroad
[ Feature Article ] This is the third and final article in a series about two teacher education programs, Western Norway University of Applied Sciences (HVL) in Norway and Mount Royal University (MRU) in Calgary, collaboration in the field of Physical and Outdoor Education in teacher education. Written by three teacher educators, these articles are useful to those in the PHE field(s) in schools and in higher education. They demonstrate how there is much to learn from looking beyond our own borders through international partnerships engagement which can support everyone’s professional development, practice and pedagogy, philosophies of learning and teaching, and friendships.
Authored by: Dr. Shannon Kell