Trauma-Informed Schools

From Simon Senek: The Golden Circle.
What is our "Why"?

Last week I attended a conference on alternative education, which provided lots of good information and a really good reminder.  While most of our students in HSE Schools do very, very well, it is good to remember that we also have students who could benefit from a whole different kind of school experience.  

These are the alternative education students, and each one has a unique reason for why the traditional setting is not working.  

At the heart of what we do in HSE Schools and why we exist is learning for all students, even the ones that struggle with school.  These students who need a different approach are also "our" students.

Let’s be clear. The work of alternative educators is not to “fix” the student.  Rather, it is to provide the best possible opportunities for the student to learn and be successful.  In order for this to happen, trauma-informed educators can use very specific approaches to dealing with struggling students, but the first and most important step is to learn to know their students and build strong, positive relationships. 

This is an illustration of the categories of
Adverse Childhood Experiences (ACEs).

Of course, this applies to any educator in any setting, doesn’t it? 

Adverse Childhood Experiences

One of the main strands of the conference on alternative education was on the topic of Trauma-Informed Schools.  This work is based on a study completed by the Kaiser Permanente and the Centers for Disease Control and Prevention, called “Adverse Childhood Experiences.”  The results of the study may not be surprising: The more Adverse Childhood Experiences (ACEs) a child has, the higher the risk for health and educational issues.

What is surprising, even for educators who see all kinds of students daily, is how many of our students experience multiple ACEs.

Yes.  These are national averages, but HSE
is not immune.

In order to get a feel for what Adverse Childhood Experiences are, take two minutes to complete two tasks.  Click the link below and then click again on the blue box labeled "What's Your ACE Score?" 

Take the test twice.  It will help you get a feel for what might be happening with some of our students.

1. Take it for yourself, and see what your ACE score is.
2. Make some guesses and take it for someone you know who struggles in school.

The Link: What's Your ACE Score?

Take the test twice, and read the
article if you have time!

Whether your ACE score is high or low, it’s good to recognize that being healthy and successful is not dictated by the score.  You may or may not have hurdles to overcome.  As educators, however, we should be informed how ACEs are affecting our students.

The rest of the NPR article in the link above is worth reading as well.

For us in education, the first step is to recognize that we have students in our classes for whom ACEs are very real experiences.  The next step is to consider how this impacts their performance in school and what we can do to ensure that our schools are places where we can meet their needs and help them learn.  That might take more work and study, but even awareness can help.

Try It This Week

As we close in on Spring Break, you are likely to see some behaviors that make you think about the ACE study.  If you do make this connection, before you react, pause briefly to remember that what you say and do next will escalate or deescalate the behaviors. It's a simple step, but it may make all the difference for one student.

Let me know if you are interested in more information about trauma-informed schools.  I would love to talk with you about how it can improve interactions with all of our students.

Have a great week, HSE! 

Respond to Phil at plederach@hse.k12.in.us

Your HSE Teaching and Learning Team

• Jan Combs, Assistant Superintendent of Teaching and Learning
• Stephanie Loane, Director of Elementary Education
• Tom Bell, Director of Special Education
• Jeff Harrison, Director of Educational Technology
• Phil Lederach, Director of Secondary Education