The Struggles and Challenges of Students who have Experienced Trauma

 

The Struggles and Challenges of Students who have Experienced Trauma

The majority of research and theory surrounding education centers around the understanding that learning is a social event. Lev Vygotsky explains that social engagement is the underlying component in how we construct meaning (Handsfield, 2016). We build understanding based on how those around us interact with and interpret ideas. From infancy, we begin mimicking and responding to the behaviors of others. This is how we learn how to be a part of the physical and emotional world and build our funds of knowledge. We feel validated when our understandings are shared with those around us. We internalize meaning and understandings based on how they match our funds of knowledge. Looking at this from the perspective of coherence theory, a person’s individual experiences and understandings are what guide them to make sense of the world and understand reality (Handsfield, 2016).

Social Constructivism is one of the main coherence theories that help us understand how the early social interactions we have at home in our everyday life shape the way we build understanding and perceive reality (Handsfield, 2016). The experiences and relationships we have at home are our first and most important models of social engagement. So the question that comes now is, how do traumatic experiences affecting these social interactions and relationships impact a child’s understanding and construction of reality?

How Trauma Impacts the Brain

There are multiple ways in which trauma may occur in one’s life. It can be a single isolated event, or more commonly, a prolonged existence in everyday life. The impacts of trauma, especially in children, can be detrimental in multiple aspects of their development and their lives (Kliethermes et al., 2014). Science has shown how experiences with trauma can affect social, psychological, and cognitive functions as well as cause behavioral and emotional regulation issues. As educators, it is imperative that we understand the source of these struggles in our students as well as be prepared to help them face the challenges that come along with them. We need to be able to look deeper into certain challenges and behaviors and see the causes.

Some traumatic experiences are isolated events, such as the death of a loved being involved in an accident. More commonly though, traumatic experiences are complex. They are repeated and occur over a prolonged period of time, such as having an abusive home or economic instability (Dutro, 2017).  Any experience with trauma, especially complex trauma, can impact crucial development in the brain (Kliethermes et al., 2014). From a young age our brains are learning how to make connections and reason through everyday experiences. An experience with trauma or extreme stress can cause interruption during this development, therefore impairing thinking and reasoning abilities. When faced with stress or danger, the brain goes into almost survival mode, shutting out the other parts of the brain (Kliethermes et al., 2014). With complex trauma, this stress response becomes a normal function which can obviously impede learning in the classroom.

 

Processing and Thinking

In the early grades, the ability to make connections between new skills and ideas to previous ones is crucial. It is during this time that a student needs to master the foundational skills in order to move forward with the more complex ones later one. When a student’s thinking and reasoning capabilities have been disturbed, this can be extremely challenging (cutro, 2013). This could explain why these students may seem to struggle in class or fall behind their peers. They may seem to struggle grasping basic skills, or have difficulties making connections to new ones. Being able to make connections to previous understanding and funds of knowledge is instrumental in learning new concepts (Handsfield, 2016). If these abilities have been inadequately developed, it is almost like wandering through learning without a map. Furthermore, if a student does not have adequate or relevant funds of knowledge, then even if they can make connections they are stumbling around in the dark. Understanding these difficulties can help shed some light on why some studies have shown that students with emotional disturbances show slower growth in reading abilities (Wanzek, 2014).

As students get older, these struggles can become even more compounded. If foundational skills have not been mastered, the more complicated skills such as comprehension and critical analysis are that much more difficult. These skills are challenging for every learner, but for those without the proper ability to make reasonable connections, they can be incredibly difficult to develop.

Language and Communication

Early language and communication skills can also be hindered by trauma. Language and literacy skills begin to develop at infancy. Our interactions and observations with the people around us are what teach us the purpose and use of language (Silverman & Hartranft, 2015). How the people in our lives interact with us teaches us how physical and oral language can be used to communicate and express thoughts and emotions. Our experiences as young children with play, affection, and communication are essential in building our foundation of understanding language. Furthermore, home literacy environment is instrumental in building a child’s vocabulary and language skills. The more interaction a child has with oral language, reading, writing, etc., the greater their vocabulary breadth will be as well as the more developed their language skills will be (Silverman & Hartranft, 2015).

This foundational early language development at home can be seriously impacted by trauma in a child’s life. (Statman-Weil, 2015). Their interaction with others may be limited and/or insufficient. They may not have had the play opportunities that are so important or exposure to a variety of vocabulary and language. Their overall use and experience with using language may be quite different than their peers. All of these factors can have a negative impact on their early language development which can also have an adverse effect on their further literacy development.

Emergent Literacy Theory explains that all aspects of literacy (listening, speaking, reading, writing, viewing, and visually representing) are interrelated (Handsfield, 2016). Meaning our exposure and experiences with one will impact the development of others. Insufficient development in listening and speaking skills early on can hinder the development of other literacy skills such as reading and writing.

Trusting and Regulating Emotions

Another major impact trauma can have on a child is the inability to properly trust and regulate emotions. Learning to understand and properly manage emotions is a large part of child development. Children need the opportunity to experience emotions as well as learn what each one is, and how to cope with them (Dutro, 2013). This requires support and guidance from the adults in their lives. In many instances of complex trauma, children have not had this proper support to help them make sense of their emotions. They may be unable to categorize and place their emotions appropriately in order to respond to them. This can cause a multitude of emotional confusion and deregulation (Kliethermes et al., 2014). When children experience everyday emotions, they may not be able to understand what it is they are feeling or even trust what they are feeling. When they are not able to regulate their emotions, this can cause them to have outbursts or meltdowns, or even withdraw completely from situations (Dutro, 2013) . Any of these responses make learning and development difficult for the student and the class. As explained in the previous blog entry, when a student’s emotional needs are not being met, learning and motivation to learn are not very possible.

 

Social Relationships

Trauma can also have a significant impact on a child’s social skills and relationships. People are social by nature. Making connections with peers is a big piece of a child’s self-esteem as well as their learning environment (Statman-Weil, 2015). The impact trauma has on a child’s cognitive functioning, emotional health, and language skills, can also affect their ability and confidence to socialize with others. They may lack the basic skills to know how to properly interact with peers making even approaching others difficult. Some behavior resulting from trauma may also cause others to avoid the child. This could cause a child who is already struggling emotionally to feel ostracized and not accepted.

This can cause even more academic issues as well since learning in the classroom is such a social experience. Children must participate in the function of language in order to embed its meaning into literacy. The use of peer interactions and collaborative groups in the classroom is essential in developing true literacy (Perez, 2013) . This allows children to be exposed to many different types of discourse, ideas, and patterns of thinking. Furthermore, it helps foster a better sense of community within the classroom, which leads to deeper and more meaningful relationships among peers. Even more importantly, social learning allows students to become more open minded to others’ views, ideas, and cultures. If a student is unable to adequately participate in the social aspect of the classroom, they will be missing out a crucial piece of learning.

Lack of Shared Experience

As humans we naturally want to feel understood and accepted in society. Children in particular want to be able to make connections with others and with the world. One way we do this is through shared experiences and emotions. Children who have encountered trauma may have a very difficult time sharing their experiences to begin with. Furthermore, they may find it challenging to relate their lives to their peers (Dutro, 2017). The lives of their peers and of the characters portrayed in most literature they are exposed to are not relative to their lives. This can make it difficult for children to categorize their experiences in a way to make sense of it.

 Moving Forward

Children who have experienced any type of trauma in their lives are certain to face struggles and challenges both in the classroom and out. As educators is our job to recognize these struggles, provide a safe environment for these students, and find the best ways to help them overcome these challenges. The next blog entry will explore what research has shown to be effective ways of helping students who have experienced trauma to still be successful in literacy development. 

 The following short video provides an excellent illustration of how a brain in survival mode acts differently than a brain in learning mode. 

 

 

 

References

Dutro, E. (2017). Let’s start with heartbreak: The perilous potential of trauma in literacy. Langugage Arts, 94(5).

Dutro, E. (2013). Towards a pedagogy of the incomprehensible: trauma and the imperative of critical witness in literacy classrooms. Pedagogies: An International Journal, 8(4), 301-315.

Kliethermes, M., Schacht, M., & Drewry, K. (2014).  Complex trauma. Child and Adolescent Psychiatric Clinics of North America, 23(2), 339-361.

Handsfield, L. J. (2016). In Literacy theory as practice: connecting theory and instruction in K-12 classrooms (pp. 75–98). essay, Teachers College Press.

 Perez, B. (Ed.). (2004). Sociocultural contexts of language and literacy 2nd ed.  New York: Lawrence Erlbaum Associates. 

Silverman R. D., & Hartranft A.M. (2015). Developing vocabulary and oral language in young children. The Guilford Press.

Statman-Weil, K. (2015). Preschool through grade 3: Creating trauma-sensitive classrooms. YC Young Children, 70(2), 72-79.

Wanzek, J., Al Otaiba, S., & Petscher, Y. (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Council for Exceptional Children, 8(2), 187-204.