Making

S P A C E
for Learning
Trauma Informed Practice in Schools

childhood.org.au
This resource guide has been made possible with the financial support of the Australian
Government Department of Families, Housing, Community Services and Indigenous
Affairs (FaHCSIA).

The Australian Childhood Foundation would also like to acknowledge the many school
teachers, school welfare officers, school principals and educators who have worked
with us to make schools more adaptable and flexible with the aim of better meeting the
needs of traumatised children and young people.

© 2018, Australian Childhood Foundation

Australian Childhood Foundation, PO BOX 3335, Richmond VIC 3121
Phone: 1300 381 581 Email: info@childhood.org.au www.childhood.org.au

Making Space for Learing - Trauma Informed Practice in Schools 2

Introduction 3

SECTION 1 Understanding trauma in children and young people 7

SECTION 1.1 What is trauma? 8
SECTION 1.2 Trauma and the brain 12
SECTION 1.3 Trauma and the body 17
SECTION 1.4 Trauma and memory 20
SECTION 1.5 Trauma and emotions 23
SECTION 1.6 Trauma and relationships 29
SECTION 1.7 Trauma and behaviour 33
SECTION 1.8 Trauma and learning 37

SECTION 2 Responding to traumatised children and young people at school 41

SECTION 2.1 Principles underpinning trauma informed practice in schools 42
SECTION 2.2 Making SPACE for learning with individual students 46
SECTION 2.3 Making SPACE for learning in the classroom 53
SECTION 2.4 Making SPACE for learning across the school 60

Conclusion 65

References and Other Resources 69

Making Space for Learing - Trauma Informed Practice in Schools 3

Trauma and children in the school context
Experiences of elevated, prolonged stress or trauma Traumatised and stressed children and young people
rock the very core of children and young people. In have little space left for learning. Their constant
these circumstances, children are overwhelmed with state of tension and arousal can leave them unable
the internal reactions that race through their brains to concentrate, pay attention, retain and recall new
and bodies. They do anything to survive, not because information. Their behaviour is often challenging
they want to but because they need to. They shut in the school environment. They struggle to make
down their feelings. They push away memories of positive peer relationships.
pain. They stop relying on relationships around them
The consequences of trauma on children and young
to protect them. They stop trusting and believing
people are multiple, yet they are not well understood.
in others.
These children are often labelled as disruptive,
defiant and poor learners at high risk of disconnecting
They do anything to survive, not from school.
because they want to but because
With support, children and young people can, and
they need to.
do, recover from the harmful effects of trauma. To
Even after the stressful or traumatic situation has do so, however, they need adults in their lives to be
passed, children’s brains and bodies continue to understanding of and responsive to their unique
react as if the stress is continuing. They become self- needs. They cannot easily adapt and change to their
protective. They spend a lot of their energy scanning environment. Their environment and the people in it
their environment for threat. Their bodies act as if must adjust to help them. These children and young
they are in a constant state of alarm. Their brains are people need the space to learn to be created for them
endlessly vigilant. by those who care for and support them.

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Delving inside the brain and body of children
and young people
In the last decade, there has been an explosion of If you are a school counsellor or part of a student
research about the inner workings and connections wellbeing team, this resource guide will help you build
between the brain and body. The knowledge base on the work you are already doing with traumatised
about neurobiology, relationships and trauma has children and young people and explore ways to
begun to revolutionise the way we understand include other school staff to support your strategies. Look after yourself
traumatised children’s behaviour, their abilities and
the impact of their past on their capacity to learn and By the end of this resource guide, As you work your way though this
relate to others. you will better understand why guide, stay attuned to your own
traumatised children and young progress and feelings. Reflecting on
Making SPACE for Learning is a resource guide to
the impact of trauma on children and
assist schools to unlock the potential of traumatised people act and react in the ways
children and young people to grow and develop young people can sometimes evoke
they do. You will achieve this by
at school. feelings of distress or concern. Be
drawing on the knowledge base
sure to monitor your own emotional
If you are a teacher or early childhood professional, that has arisen from research into reactions to this material. Seek out
this resource guide offers opportunities to build the neurobiology of trauma and support from colleagues or others
practical strategies which you can use in your setting relationship disruption.
to support these children and young people. at your school or service.

If you are a school principal, this resource guide

offers opportunities to consider how to integrate
strategies for supporting traumatised children and
young people across the school environment.

Making Space for Learing - Trauma Informed Practice in Schools 5

How do you understand Gemma and John?
Read the short stories about Gemma Gemma
and John. What do you consider is Gemma is 7 years old. She is quiet and withdrawn.
prompting their behaviour? What do She finds it difficult to make friends, and is often
you understand about trauma that ostracised by her peers. They complain that she is
could help you to develop a plan to weird. She clings to you as her teacher, and will often
support these two students at school? ask to stay in class during recess. The last time you
went on an excursion to the zoo, Gemma reacted
As you read through this resource with tears.
guide, consider what other strategies
you might use to respond to the needs John
of Gemma and John. In the concluding John is a 14-year-old boy who has been described as
section, you will return to these stories a trouble maker. He provokes the other children in the
to reflect on what you have found class by calling them names. While he is very bright,
interesting and relevant in this guide. he never hands his work in on time. All of his teachers
complain that he seems to ‘attract’ trouble. He lacks
empathy, and also has difficulty remembering what
he has covered in class from one day to the next.

Making Space for Learing - Trauma Informed Practice in Schools 6

Understanding trauma in children and young people
The trauma associated with The effects of such trauma can be so encompassing This resource guide is divided into two major
experiences of neglect, violence and that children’s development slows down. Their focus sections. The first defines trauma and describes the
is to stay alert to the next time they will be hurt or relevant structures of the brain and how they develop.
relationship disruption is poisonous to
rejected. Survival becomes uppermost in their minds. It translates this evidence into understanding how
the lives of children and young people. They often experience problems with learning new trauma shapes and affects the emotions, behaviour,
It undermines their self-confidence things, coping with new people or new situations. memory and learning capacity of children and young
and eats away at their self-esteem. Anything new is often perceived as a threat to them. It people.
It can make them feel worthless is not surprising then that children and young people
In the second section, this understanding is used to
and unlovable. It reinforces their affected by abuse and family violence can struggle
consider critical strategies that can be applied with
vulnerability. academically and socially at school. This is why often
individual students, in the classroom and across
they cannot feel settled anywhere.
Traumatised children frequently do not have their the whole of school. These ideas and resources
feelings acknowledged. They are told that they are Trauma changes the way children and young people aim to build the capacity of schools to optimise the
not feeling frightened when they really are. They are understand their world, the people in it, and how educational outcomes for traumatised children and
told to look happy when on the inside they are feeling and where they belong. They develop distorted rules young people.
worried and anxious. They are told to lie about what about relationships – rules that are built on mistrust,
is going on at home. They can feel ignored. Their terror and betrayal. They feel out of place in their
confusion about the violence is never clarified. family and with their friends. They feel separate and
do not always belong.
It is not surprising then that children and young
people who have experienced abuse related trauma The memories of abuse are pronounced and ever
block their feelings. They do not trust their feelings. present. Small reminders may cause them to
The strength of their fear, shame and sadness can relive their fear and confusion. The world itself is
overwhelm them. Eventually, they can become experienced as dangerous for abused children and
disconnected or seem out of touch from their young people – a place without haven or safety.
feelings. When asked, they are unable to describe
how they feel.

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What is trauma?
Trauma is the emotional, psychological Complex trauma Developmental trauma
and physiological residue left over from Complex trauma involves interpersonal threat, Children and young people are very vulnerable
heightened stress that accompanies violence and violation. It generally includes multiple to the effects of trauma because of their brain’s
experiences of threat, violence, and incidents and is therefore longer in duration. It is developmental immaturity.
life-challenging events. almost always associated with stigma and a sense of
Because a child’s brain is so malleable, the impact
shame experienced by its victims.
A growing body of research has of trauma is faster to manifest. It also leaves deeper
Community responses are often not helpful, further tracks of damage.
identified different types of trauma:
blaming and disempowering the targets of the
Simple, Complex and Developmental Children’s development can slow down or be
violence. Individuals who experience complex trauma
Trauma. impaired following trauma. Trauma can often lead to
often feel disconnected from the support of others.
children experiencing splintered development.
They do not feel like they belong to a group with a
Simple trauma shared connection. They experience isolation and Because children rely so much on the adults around
sometimes a sense of betrayal. them, they are even more intensely affected when it
Simple trauma is overwhelming and painful. It involves
is these adults who cause harm to them. The trauma
experiences of events that are life threatening and/or Examples of complex trauma include experiences of
associated with experiences of interpersonal violence
have the potential to cause serious injury. child abuse, bullying, domestic violence, rape, war
undermines the very resource that can help children
and imprisonment.
They are often single incidents. They are shorter in recover – the stability and predictability of their
duration often involving a discrete crisis. They have connections with others.
less stigma associated with them. There is no societal Because children rely so much on
Developmental trauma includes children who are
blaming of the victims. There are also generally the adults around them, they are
neglected, abused, forced to live with family violence
supportive and helpful community responses to the even more intensely affected when or experience high parental conflict in the context of
people who have experienced the trauma. it is these adults who cause harm separation or divorce.
Simple trauma includes the experience of being in car to them.
accidents, house fires, bushfires, earthquakes and
cyclones.

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Trauma can impact
on all elements of
children’s development.

Emotions
Body Relationships
Brain Learning
Memory Behaviour

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A summary of how complex trauma affects the developing brain
Complex developmental trauma reduces the capacity involve movements and actions that feel familiar and They do not easily understand or engage with
of the thinking part of children’s brains to shape the comforting to them – even if they are destructive or consequential learning. Their brains are so
way they react to challenges in their environment. harmful to others. over-activated that they are able to take in very
As a result, children and young people appear to little and not learn new information easily.
These children and young people lack the adaptability
behave instinctively and sometimes inappropriately,
and flexibility necessary to respond differentially to In particular, their memory systems continue to
without knowing why. They are also not able to easily
varying situations and contexts. They have a limited remain under stress. They fail to consolidate new
influence their feelings when faced with perceived
range of coping strategies. Whilst these strategies learning. Their working memory for even the easiest
threat or increases in their experience of stress.
may have been effective in assisting them to survive set of instructions can be severely compromised.
It impairs the growth and activity of the bridge in unsafe situations, they are often inappropriate
Traumatised children and young people experience
between the left and right hemispheres of the brain. responses in situations where there is an absence
the present with little reference to their past, even
As a result, children find it difficult to know, name and of risk.
though their behaviour, feelings and physiology are
express their feelings. They can find it difficult to read
Traumatised children find it difficult to make meaning affected by their experiences of violation. They do
social cues and respond in social exchanges.
from their experiences. They have few or no effective not have access to the positive qualities that make
It increases children’s base arousal level such internal maps to guide their actions. As a result, they them who they are. They have a transient sense of
that they live in a constant state of vigilance and react rather than respond. their own identity. Their future is without plans or a
heightened alarm. As such, traumatised children and sense of possibility. They perceive threat now and
Their beliefs about themselves are determined by the
young people are easily triggered by seemingly minor almost always.
very people who violate them. They hold onto ideas
issues. Their responses are often seen as ‘out of the
blue’ or ‘over-reactions’ to situations.
about relationships which are not helpful to them in Complex developmental
their communication with peers and other adults trauma locks down children’s
Complex developmental trauma locks down like teachers.
capacity to adapt to change in
children’s capacity to adapt to change in their
They can find it difficult to see adults as supportive. their environment.
environment. They are more likely to use fixed and
They are cautious about being hurt and are more
repetitive behavioural routines in situations where
likely to stay closed to the development of new
they feel distress and unease. These routines
connections or relationships.

Making Space for Learing - Trauma Informed Practice in Schools 10

 Brain Body

Relationships Emotions

In this section we look at all aspects of complex developmental trauma

Learning Memory
Behaviour

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Trauma and the brain
The purpose of this section is to The first part of the brain to develop is the Brain
describe how the brain develops and Stem. It develops while babies are in utero. It is
responsible for key body functions such as controlling
which areas of the brain perform which
heart rate, body temperature and blood pressure.
functions. This understanding is an These structures are least capable of change.
essential building block for the rest of
The Cerebellum is responsible for movement and
this resource guide.
interpreting physical sensory stimulation.

What does ‘normal’ brain development The Limbic System evaluates the significance
of sensory input in preparation for keeping it in
look like?
our memory or forgetting it. It stores and helps
The brain develops vertically and sequentially over interpret our emotional state. It also stores certain
time. The first structures of the brain to develop form kinds of memories of experience without requiring
the foundation for the next structures to grow. The any awareness about the process of remembering
brain continues to develop with each successive (unconscious memory).
part responsible for more complex functions (e.g. Finally, the Cortex is responsible for higher-level
movement, feeling, identifying emotions, the ability for thinking, reasoning and conscious processing. It
abstract thought and self-control). stores explicit memories about events, people and
experiences. It provides the basis for self-reflection or
the capacity to think about thinking.

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 Cortex
What does ‘normal’ brain Reasoning/judging
centre
development look like? 3–6 years

Limbic
System
Emotional centre
1–4 years

Cerebellum
Motor centre
Birth–2 years

Brain Stem
Basic survival
functions
Pre-birth–
8 months

Making Space for Learing - Trauma Informed Practice in Schools 13

The flow of sensory data in
the brain and body
Every experience fires a network of neurons in parts
of the brain that are related to the experience.
A child who recognises a favourite piece of music will
have part of his/her cortex activated that recognises
musical tones and rhythm. The music will also
activate a part of the limbic system which associates
that piece of music with the enjoyment it triggers in
the child each time it is played. It might also activate
part of the brain’s movement centres that can result
in the child initiating a dance.
The piece of favourite music will activate all these
neurons and establish a pattern of activation that will
fire whenever the child hears that piece of music or
something similar. If the experience is repeated, then
the neural pathway becomes stronger and the more
defined. If the experience is not repeated,
it will disappear.
These neural pathways in the brain enable each
individual to efficiently interpret the world, their
reactions to it and prompt relevant responses. The
brain establishes these pathways as templates to
enable quick comparisons of a new situation with
memories previously stored and ultimately interpret
the next steps or actions that will be taken.

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Lateral Brain Development
The brain not only develops vertically in a sequential
way, it also develops laterally.
Research about brain development shows that each
side of the brain is responsible for different functions.
Essentially, the right hemisphere of the brain is
holistic, convergent, and able to see the ‘big picture’.
The right brain stores and processes emotions,
feelings, creativity and intuition.
The left hemisphere brain is linear, divergent, and
focuses on one thing at a time. The left brain deals
with more logical experiences and challenges, such
as language and mathematics.
Research suggests that from birth to about two
years of age, the right hemisphere is developing at
a greater speed than the left. After two years of age,
development of the left hemisphere takes over.
The intensity of development then oscillates between
the two hemispheres approximately every two years.
This is a very important finding as it has implications
for how children, who are in the same family, can be
differentially affected by the trauma they experience
depending on which hemisphere is more active in its
development at the time. 0–2 years 2–4 years 4-6 years 6-8 years 8+ years
Right Hemisphere Left Hemisphere Right Hemisphere Left Hemisphere Integrated

Making Space for Learing - Trauma Informed Practice in Schools 15

Integration is the key routines required to ride a bike. It combines the
experiences of interpersonal exchanges over time
The brain’s primary function is to integrate sensory that equates to the experience and feeling of trust. It
information in order to enable individuals to adapt to uses rehearsal to know how to act in a peer group, Having a sense of humour –
the needs and challenges of the environment in which how to remember the six times tables and whether or right and left hemispheres
they live. This environment is not only the physical not to be frightened of snakes.
working together
world that they inhabit, but also the relationships Integration of neuronal networks shapes the thoughts,
through which adults and children communicate with To give a greater understanding of how the right and
feelings and actions of children and young people. left hemisphere work, consider hearing a joke.
each other. When integration is blocked or put under pressure
by stress and trauma, the children’s inner world and The left hemisphere is taking in the words of the joke.
The brain develops through the creation of neural
If it is a limerick or play on words, the left side of the
pathways which connect different regions of the brain capacities to adapt to the needs and challenges
brain appreciates the language component of the
together. The greater the number of pathways, the of their physical and relational environment is
joke. The right hemisphere, however, is looking at
more the functions of the brain become integrated. significantly hampered. the body language of the person telling the joke, and
Greater integration results in children being more The goal of any form of support plan for children listening to the tone of voice to determine if it is funny.
adaptive and flexible. and young people is to promote integration at a To fully appreciate the joke, and decide if it
Integration is the key to wellbeing. Integration is the neurobiological and interpersonal level. is funny or not, both the left and right
harmonious flow of sensory data from the body into hemispheres need to be involved.
Integration of neuronal networks
the brain and out to the body again in a feedback
loop that resources individuals to live. In the brain, shapes the thoughts, feelings
integration occurs vertically and laterally. It enables and actions of children and
individuals to apply words to feelings. It threads young people.
together the experiences that build the memory

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Trauma and the body
At this stage, the brain-body system is relying on
The body’s reaction to trauma strategies it has used in the past. It activates learned
responses to such stress and uses them quickly
is the same as the body’s with the specific intention that they will work as they
reaction to prolonged toxic have in the past. This is an adaptable response using
levels of stress. The body uses memory routines that have proven advantageous and
beneficial when exposed to stress.
two brain-body systems to This fast-acting stress response system has less
deal with stress. than twenty minutes to be successful. If the stress
continues, a longer and more sustainable system is
The first system, or fast-acting stress system, switched on. This system releases hormones and
mobilises resources quickly for the body to use in chemicals into the body that begin to slow down the
order to immediately act on the stress. In the face of body and prepare it to survive a threat that has not
a stressor, the brain tells the body to energise itself, immediately been resolved. This enables the body
releasing more oxygen and more energy in the form to conserve energy. It supports the brain to relax a
of glucose. It makes the body as efficient as possible little and bring online more complex problem-solving
at tackling stress by inhibiting any non-survival- resources. The brain and body work together to
related process, such as digestion. It also narrows develop, consider and implement solutions to reduce
the attentional focus of the brain so that it is able to the impact of the stress.
more quickly analyse the best option to take in order At this stage, the brain-body system is adapting to
For traumatised children and young
to resolve the situation and bring the body back continued stress. It attempts to make space for more people, the best option is to stay
into equilibrium. In this sense, this first system of of the cortex to become activated and provide more alert to danger and consider any
response promotes vigilance, arousal and alertness thoughtful possibilities to manage and/or change the change, even positive change, a
to environmental and relational threats. situation causing the stress. possible threat.

Making Space for Learing - Trauma Informed Practice in Schools 17

One of these options is to seek out relationships that Once adaptive in the face of the initial stress, the However, children and young people affected by
can help. Relationships themselves can soothe stress responses of the brain-body system now cannot be violence do not have the strength of bond with
when they are positive and nurturing. Unfortunately, reshaped. Even small changes in the environment can their parents or carers. Instead, it is these very
when relationships are the cause of the stress, they signal a large increase in the experience of stress. relationships which create the unending cycle of
do not offer this kind of resource. In fact, harmful and For traumatised children and young people, the best toxic physiological and emotional stress that they are
distressing exchanges with others can magnify and option is to stay alert to danger and consider any forced to endure. Abused children and young people
entrench the brain-body responses to stress. change, even positive change, a possible threat. are often left on their own to survive.
As the individual is exposed to prolonged stress or This state is particularly damaging for children and In addition, as a consequence of exposure to chronic
trauma with minimal or no change, the brain and young people. Because of their developmental stress, the very chemicals and hormones that are
body system slows right down. It focuses almost immaturity, they have limited effective routines for initially produced to help, ultimately cause harm to
exclusively on conserving as much energy and managing stress and trauma to fall back on. They the functioning of important brain structures. For
resources for survival. In these conditions, there is have under-developed cortical resources to help example, they disrupt the brain’s ability to consolidate
little room for new information to be considered. In them think through strategies to respond to stress. memory and therefore make it harder for children and
this state, adaptability gradually retreats. The brain They rely on parents and caring adults around them young people to learn. They desensitise the threat
and body revert to thinking, feeling and behavioural to help them to calm their stress response systems detection centre of the brain so that children and
routines that are activated without variation. There is and support them to remove the threat or reduce its young people perceive threat even when none
no new learning. The individual becomes stuck in this impact. Strong attachment relationships have been really exists.
blocked cycle of response in order to keep everything shown to act as the primary moderator of children’s
Trauma and chronic stress recalibrate the arousal
as familiar as possible. In this way, a child is able to stress and distress. They keep children and young
system of children and young people, leaving it
avoid the possibility that the stress will become so people safe from danger and protect them from the
switched on all the time. Children and young people
great that survival itself is jeopardised. harsh consequences of ongoing elevated states of
need little additional stress in their environment to
alarm and arousal.
trigger a full-blown stress response.

Making Space for Learing - Trauma Informed Practice in Schools 18

The connections between structures of the brain are or young person. This occurs when relationships
made less efficient. For example, as a consequence surrounding children are safe, predictable and
of trauma, the bridge structure between the left and nurturing. It starts with a fine-grained understanding
right hemispheres has been found to be smaller and of how past trauma has affected the child’s brain-
Trauma and exposure to
act slower. body system. This understanding seeks to not
chronic stress experienced during
only respond to behaviour but also make sense of
These effects are multiplied in children and young childhood and adolescence shake the
the meaning of children’s behaviour, interpreting it
people because critical brain structures are foundations of healthy brain and body
through a lens that delves into the specific strategies
developmentally more susceptible to disruption than development. They alter their trajectory
that children have used to survive the violation and
is the case for mature adult brains. over time. They trap their development and
trauma they have experienced. Such strategies were
Trauma and exposure to chronic stress experienced once adaptive in the face of ongoing stress and prevent them from maturing emotionally,
during childhood and adolescence shake the trauma. Wearing the hat of a detective and historian, psychologically and cognitively. Children
foundations of healthy brain and body development. the transformation of trauma for children locates may not progress much beyond the
They alter their trajectory over time. They trap their how, when and why children’s adaptive responses developmental milestones that they
development and prevent them from maturing stop being helpful and now act as a barrier to their had achieved prior to the start of
emotionally, psychologically and cognitively. Children development progression. their experiences of abuse
may not progress much beyond the developmental
The understanding and compassion of those around and violence.
milestones that they had achieved prior to the start of
them offers traumatised children and young people
their experiences of abuse and violence.
the orientation for hope and growth.
Children and young people who have suffered this
degree of trauma find it difficult to adapt to their
environment. In order to best support them, the
environment should adapt to the needs of the child

Making Space for Learing - Trauma Informed Practice in Schools 19

Trauma and memory
Trauma profoundly effects that infants experience as they are exposed to the
dynamic nature of their environment. These templates
memory in a number of ways. are without words – integrating basic physiological
In the early years, children store sensory memory. need, response and outcome outside of the child’s
Experience is lived through the stimulation of our awareness.
senses. It is at this stage that the right hemisphere is When routines change, children can become
most active, registering the state of the infant’s body disrupted. If the routines are re-established, the
as he/she responds to touch, sound, light, warmth templates of sensory relational memory are confirmed
and the internal sensations of need such as hunger, and further consolidated. The child will settle again
comfort and rest. The right hemisphere of an infant in the familiarity of the routines. Interactions between
begins to combine and associate the most consistent carers and children which repair disrupted routines
responses from carers into templates that serve to engender trust in relationships. This further reinforces
create a sense of internalised predictability. positive attachments and secures relationships as
Babies come to rely on these models of continuity as sources of comfort and care. However, children who
basic mechanisms for dealing with stress. If they are are provided with chronically inconsistent responses
hungry, they know that they will be fed if they cry. If cannot form the memory templates they subsequently
they are tired, they know that a parent will rock them need to feel settled.
to sleep. The more familiar the routine, the more
settled the child. Memory templates act as short The more familiar the routine,
circuits to relieving the levels of arousal the more settled the child.

Making Space for Learing - Trauma Informed Practice in Schools 20

Children who are neglected experience instability. as well as further weaving associations with similar
Their needs are ignored or inconsistently met. Their experiences. Recall can bring memories of events
templates are by definition unpredictable. They do without sensations if necessary. Sensations can be
not provide the basis to help children know what is described both separately and with the events that
coming next or how to respond to it. These children precipitated them.
are left with fragmented blueprints to guide their
Children and young people become prepared
thinking, feelings or actions. They are reactive and
for the complexities of social interaction through
struggle to find relationships safe.
this free flow of information. They learn to reflect
Similarly, children who are abused and violated on memories in calm states. They can replay the
establish distorted templates that increase their strength of shared experiences with others. They
experience of distress. They are hurt and then can also suspend painful memories at times in
blamed. They are abused and further criticised. order to not be overwhelmed with the intensity
These children’s sensory templates are based on of sensory experiences from their past when it is
their internal stress reactions being amplified by those counterproductive to them.
who are supposed to care for them. They find little
Exposure to chronic toxic stress or complex trauma
relief in their exchanges with adults around them.
affects the effectiveness of key brain structures to
Relationships cannot be trusted to reassure or soothe
integrate the different dimensions of memory. The
their states of tension and arousal.
emotional and physiological resonances of traumatic
As children mature, they build their ability to store experiences come to be stored as memory fragments
language and concepts. Key memory structures in in the limbic system, cerebellum and brain stem
the limbic system increasingly develop the capacity to without reference points. They do not connect to
store the sensory dimensions of experience separate detailed explicit memories (i.e. the facts) of the events
to the details (the who, what, when and where) of the in which these reactions occurred.
experience itself which are recorded in the cortex.
Added to this, research has shown that the intensity
Other areas of the brain work to integrate these
with which these sensory memory fragments are
memory traces together (i.e. the feelings associated
stored is also the intensity with which they are
with a memory to the details or facts of the memory),
retrieved into experience.

Making Space for Learing - Trauma Informed Practice in Schools 21

As a result, when they are exposed or confronted relationships with others mean to them. They cannot Caring adults act as resources that
with cues associated with the traumatic experience remember examples of themselves with qualities they
from their past, children and young people can be can own and believe in.
keep track of their moods, their
flooded with the full force of the sensory memory beliefs, their qualities. Safe and
Traumatised children and young people need
fragments being triggered in their present without
relationships that provide the memory resources reliable relationships are the back
any awareness that they are responses from their
past. For example, the sound of a raised voice in the
they lack or actively do not use in an effort to protect up discs for children and young
themselves from their past. Caring adults act as
classroom can trigger a fear response from the child people when their own memory
resources that keep track of their moods, their beliefs,
that relates to the raised voice of an abusive parent.
their qualities. Safe and reliable relationships are the storage units have failed.
The child, in this moment, is unable to understand
backup discs for children and young people when
that the response they are having relates to the threat
their own memory storage units have failed.
of harm posed by the raised voice of an abusive
parent that is in the past, and not the non-threatening Traumatised children and young people need
raised voice in the classroom in the present. opportunities to keep their memory systems active
through practice and rehearsal in conditions in which
Traumatised children and young people are lost in
some of their internal stress and arousal has been
time. They are not connected to their own reactions.
reduced. In calmer states, children and young people
Their present and their past are mixed up and
can access greater cortical resources. They begin to
confused. They find it difficult to make sense of what
have greater access to their working memory. They
has happened to them and what continues to drive
are able to consolidate learning. They can recall
their thoughts, feelings and behaviour.
explicit strategies and even adapt them with support.
Their memories are in themselves a source of threats.
Traumatised children and young people need
They shut them down, do not engage with them and
the relief of a safe space to make the most of
avoid them. As such, they do not rehearse building
opportunities to lay down new and helpful memory
memories about themselves over time. Children
traces that can over time supersede the painful
and young people struggle to access stories about
echoes of their past that continue to be activated
themselves and relationships. Their memories do
and hold currency in the day-to-day moments of
not form the stories that they need to understand
their experience.
who they are, what they are good at and what

Making Space for Learing - Trauma Informed Practice in Schools 22

Trauma and emotions
Children’s emotional states are The impact of trauma on
an indicator of their internal children’s emotional
world. capabilities
Emotions can positively orient children and young Complex developmental trauma significantly shapes
people to what is about to come next. For example, in the emotional storage and processing facilities of the
the lead-up to a birthday party, children begin to feel brain-body systems of children and young people.
excited. The excitement is part of the fun of the event.
Firstly, as indicated earlier, it destabilises the
The excitement prepares children for the intensity of
connecting bridge between the left and right
the feelings they might have at the party and enables
hemispheres. Traumatised children and young people
them to practice managing some of that intensity.
stop practising integrating their feeling states (a
Emotions can also act as an early warning signal to function of their right hemisphere) with words
the brain to be wary about what is about to happen. and constructs (a function of their left hemisphere)
For example, as a child begins to feel the first strands they can use to know and communicate about their
of fear or confusion associated with hearing dad internal sensations. They have limited emotional
come home drunk, the child’s brain is alerted to pay literacy. They do not easily understand their own
even more attention to dad’s behaviour, the tone of feelings. They find it hard to attribute language to
his voice or the way he looks. Fear is an emotion them and describe them meaningfully for others to
Emotions are an internal
which helps the child adapt to the escalation of threat understand. They then have little basis to know and barometer for children and young
that might arise as the father engages with his family understand the feelings of others around them. Under people which help them organise
when intoxicated. Emotions are an internal barometer these conditions, children and young people are not
for children and young people which help them given the chance to develop empathy for others. They
the way they respond to and
organise the way they respond to and engage with do not always see the consequences of their own engage with what is happening in
what is happening in their outside world. behaviour on their peers, siblings and family. their outside world.

Making Space for Learing - Trauma Informed Practice in Schools 23

Indeed, feelings are in themselves perceived as Emotions in social exchanges Consistent, congruent and
another powerful source of threat for traumatised
children and young people. Negative and critical A child’s emotional orientation to an experience helps validating responses give
feelings, such as confusion, shame, guilt, disgust and determine their behaviour. Because their cortex is still children effective blueprints for
worry can trigger off memory traces of the trauma in its early stage of development, there is little buffer organising their internal world.
itself. The experience of these feelings sets off a between what children feel and do.
cascade of physiological changes in the body that When children’s behaviour is responded to by
deliver stress filled after-shocks to children and young parents and carers, they are not only learning about
people. In this sense, it is adaptive for them to avoid behavioural limits; they are also interpreting how
emotions for the pain and uncertainty they cause. to negotiate their internal and individually oriented
Secondly, toxic stress and trauma acts to switch feelings with their external socially determined world.
off top down-brain circuits from the cortex that are Children and young people become aware of their
responsible for regulating the intensity of emotional internal state by experiencing how others react to
and sensory experiences stored and handled in the their feelings. If those feelings are acknowledged,
lower structures of the brain. Traumatised children valued and verbalised, then children develop
and young people are left without access to the emotional literacy. They come to know when it is
resources offered to them by their cortex as it appropriate to be excited. They learn when it is
matures. The impact is both immediate and residual okay to be curious and explorative. They know what
throughout their development. reactions to expect if they are angry.
Traumatised children and young people cannot easily Children compose a framework for their feelings from
access their cortex, or thinking part of their brain, to the predictability of the responses that they receive
calm themselves down or regulate the strength of from others to their behaviour and their emotional
their feelings. They rely on the cortical capacity of state. Predictability becomes the key through which
the adults who care for and support them. Missing in children and young people manage to negotiate how
action, the cortex of traumatised children and young they have their needs met in their social exchanges
people needs to be supplemented by the functioning with parents, family and friends. Consistent,
of the cortex of significant adults to help calm, soothe congruent and validating responses give them
and comfort children. effective blueprints for organising their internal world.

Making Space for Learing - Trauma Informed Practice in Schools 24

Trauma and disruption in Their brain’s arousal system is constantly elevated
because they have no sense about what to expect
the threat and the subsequent stress in the past. They
might run away from the class. They might make a
emotional engagement next. In this state, they struggle to find how to feel series of funny but inappropriate comments. They
calm, how to feel safe, how to feel in control. The might pick a fight with another child.
Abuse and violence disrupt the capacity of children to
emotional world of traumatised children and young
organise their internal emotional domain. Children The substitute teacher’s response at this time is
people is in constant flux.
experience inconsistent and frequently mis-attuned crucial. If the teacher engages in limit setting and
responses to the way they feel and behave. assertive classroom management techniques, it is
For example, instead of validating and Mapping the consequences likely that the child’s alarm state and behaviour would
only intensify.
acknowledging children’s feelings, abusive parents or
carers may escalate children’s confusion or fear by
of predictability at school Alternatively, the substitute teacher could help to
responding aggressively or blaming the children for At school, small changes in the routine of traumatised reset the child’s internal state by focusing on what
their behaviour. In unpredictable relationships, children can trigger a cascade of physiological, has stayed the same with the class even though the
parents or carers may sometimes respond safely and emotional and behavioural responses. teacher has temporarily changed. This could involve
supportively, then without warning, they may react For example, a substitute teacher taking a class praising the usual classroom teacher to the class and
angrily, negatively or aggressively. For these children, because the usual teacher is sick is a major change to maintaining the same routines. In this scenario, the
there is no ‘rhyme or reason’ to the change in the experience of predictability for traumatised teacher would need to have been prepared by the
approach by their parents or carers. children. school to assume this approach. In this way, school
communities play a vital role in providing traumatised
In this context, there is no predictability. Children’s At the news of the substitute teacher arriving, the
children with compensatory experiences that promote
emotional life remains disorganised. child’s internal sensory pathway triggers off the stress
long term recovery and growth.
Children cannot trust the external world to offer them responses of the brain-body system. They start to feel
stability. They do not have their feelings agitated but don’t understand why. They are easily
acknowledged and verbalised. They learn to distrust distracted. They revert to their most basic ways of
their own feelings. They have no barometer to coping with an experience they perceive as a threat.
evaluate the intensity of their experience. They react They start to distract their own attention from their
without awareness. They stop seeking out comfort. internal feelings of distress. They act out past
They close themselves down so that feelings are kept behavioural routines that were effective in defusing
at a safe enough distance from their own experience.

Making Space for Learing - Trauma Informed Practice in Schools 25

Melissa’s Story Jacob’s Story
Melissa is an 18-month-old girl. Like all toddlers, she Jacob is an 18-month-old boy. He too is beginning to
likes to explore her world. One day she toddles over explore his world. He reaches up to the table where
to a plug and is just about to stick a fork into it. there is a full cup of milk and pulls it down. It spills all
Her mother shouts at Melissa “No Melissa! That is over him and the floor. Jacob’s mother immediately
naughty! Stop it!” leaps up and starts screaming at him. “You are a
clumsy child! That is very naughty of you. You are
Melissa immediately bursts into tears and hangs her
always causing a mess that I need to clean up.”
head in shame. She is not used to seeing her mother
being angry with her. Melissa’s mother picks her up Jacob immediately bursts into tears and hangs his
and comforts her. She explains that she still loves her, head in shame. His mother leaves him to cry while
but that it is very dangerous to play with power points she cleans up the milk. She does not comfort Jacob
and she must not do it again. Eventually Melissa and Jacob is left on his own.
calms down, jumps off her mother’s lap and happily
This pattern repeats itself as Jacob gets older.
plays with her toys.
This pattern repeats itself as Melissa gets older.

Making Space for Learing - Trauma Informed Practice in Schools 26

Emotional disruption and could not control the intensity of his feelings. Jacob
would be particularly sensitive to any perception of
Without these sorts of references, the feelings that
are stored have no context and as such little meaning.
re-connection criticism or being made to feel separate from others. Whist they are not consciously remembered, these
Disciplinary strategies like time out or being sent to emotional states can be triggered in the child by cues
Melissa is an example of how parent-child the principal’s office will probably only exacerbate his in the child’s environment (a sound, smell, a look, a
interactions help children experience feedback while sense of shame. Jacob would not be able to know tone of voice) and/or by a child’s internal emotional
maintaining a sense of emotional safety and relational how to reconnect again with the teacher after he did experiences (such as sadness, anger, confusion).
connection. Melissa’s mother helped her practice how something wrong in the classroom. When they are triggered, these emotional states are
to reduce her experience of distress. As she re-experienced with the similar intensity with which
experiences regulating her own emotional state with
her mother’s support, Melissa eventually develops the Trauma and disconnection they were stored.

capacity to do this on her own. To use an analogy, chronically traumatised children

Another emotion experienced by traumatised children and young people feel like they are in a small boat on
On the other hand, Jacob does not experience the is the feeling of being disconnected – from both their a large ocean. They are being tossed around by the
reconnection with his mother after she berates him. feelings and other children. At a feeling level, ocean. They have no chance of controlling the boat or
He is left to find a way to relieve his distress on his disconnection initially serves a purpose for even getting off the boat. Often, they experience the
own. This is beyond Jacob’s capacity at this stage in traumatised children. It allows them to not feel the rocking and chaos associated with a storm, without
his development. Over time, Jacob’s response to any intensity of the violence they were originally faced ever being aware that they are at sea.
intense feeling is to disconnect from it, so that it does with. However over time, disconnection stops them
not keep hurting him. Instead of learning how to from feeling even positive feelings. It stops them from When he is older, Jacob is unlikely to
regulate his emotions, Jacob learns how to ignore knowing that there is a continuum of emotions. own up to anything that he does wrong.
them. Jacob learns that feelings of shame have no
Disconnection cannot work all the time. As noted in He would not be able to empathise
end. For him, it is better to deny these feelings than how someone else may have been hurt
a previous section, intense sensory and emotional
have to own them.
memory traces are stored in the limbic system of by his behaviours in the playground.
As a chronically traumatised child, Jacob would not the brain without any cortical reference points to Jacob would feel terrible …
own up to anything that he does wrong. He would not understand them. These references would normally Disciplinary strategies like time out or
be able to empathise how someone else may have allow children and young people to know when
being sent to the principal’s office will
been hurt by his behaviours in the playground. Jacob these feelings occurred, who was there and where it
would feel terrible. He would feel worthless. He would happened.
probably only exacerbate his sense of
not have confidence in social settings. He would not shame.
be able to trust himself to stay calm because he

Making Space for Learing - Trauma Informed Practice in Schools 27

The emotional masquerade They learn to know that they can connect with others
when their emotional states match. Emotions assist
However, staying in this group does not help any
of the children negotiate social exchanges more
Traumatised children and young people find it difficult children and young people to belong to a social effectively. They do not have opportunities to practice
to decipher their emotional states. Feelings are group who share their feelings. how a broad range of feelings and communication
confusing for them. Their feelings do not feel like they can be matched.
Through disconnecting children from their own
belong to them. Feelings bump into each other. They feelings, trauma also disconnects children from Without intervention aimed at supporting better
amalgamate and hide. others. Traumatised children often feel different connection and social skills, traumatised children
For example, because of its intensity, anger can to others. and young people are likely to experience increasing
mask a great deal of other feelings in children and levels of isolation.
If trauma or stress occurs during the periods of time
young people. It can look a lot like frustration. It can when the right hemisphere is more dominant in its
masquerade as uneasiness and confusion. It can also
be an outward expression of sadness and distress.
maturation, then children and young people will Trauma and emotion –
experience difficulties with being able to read and
Critically for chronically traumatised children, anger interpret social cues of others. They are more likely Summary
acts as a marker pointing to elevated states of to perceive many facial gestures as negative or
arousal. The emotional domain of children is a fundamental
critical, perhaps even threatening. Social exchanges
building block for development and growth. Trauma
Importantly, tracking children’s emotional states over become experiences which add to their levels of
and toxic stress severely disrupts the way that a
time is a way of staying in touch with how, why and stress. Relationships are even more experienced as
child’s brain manages, remembers and processes the
when different feelings become experienced and disjointed and confusing.
emotional dimensions of experience.
expressed. This provides a platform to connecting They often have trouble reading social cues and
with children’s inner worlds and being able to support Most of the impact of trauma in the emotional domain
as a result struggle to fit in. They look for other
them in managing these often overwhelming feelings. is outside of children’s conscious awareness. As
children whose history and background makes it
such, these feelings often are not integrated with
easier for them to be with. Traumatised children
cortical references that enable children to examine
Trauma and disconnection share disconnection from their feelings with other
them in a reflective way.
traumatised children. In this group, they do not have
from others to tolerate other’s feelings because there is only a Traumatised emotional states affect children invisibly
limited range of feelings ever expressed. and without warning.
Emotions are also an important way of children
experiencing others. They learn to recognise their
own feelings by learning how others are feeling.

Making Space for Learing - Trauma Informed Practice in Schools 28

Trauma and relationships
A strong connection between His parents regularly play with him, making him laugh,
tickling him, cuddling him, and introducing him to new
children and their parents/ experiences, sights and sounds.
carers is critical to children Now that Michael is three, he has become more
being able to understand and mobile and has begun to explore his world.
Sometimes he has been frightened by a new
feel safe in their world. experience, sight or sound, but his parents resource
him and encourage him.
Children who have experienced toxic stress and For example, one day Michael went to the park with
trauma arising from abuse and neglect are likely his family. He sat on a blanket and one of his brothers
to have been exposed to inconsistent, hostile and put a large coloured ball in front of him.
rejecting models of connection to their parents/
carers. For them, experiences of safety and security Michael immediately pushed the ball which rolled
are rare. As a consequence, they find it difficult to away and made a strange noise. Michael started to
trust those around them. Traumatised children carry cry and looked for his mother to pick him up. His
these models of poor connection with them into other mother walked over and sat next to Michael and
relationships, making it difficult for them to feel settled comforted him.
and engaged. She then explained that the ball will not hurt him and A secure connection means that
showed him how to roll it back and forth. Michael children can explore their world,
Experiencing positive models tried this for himself. Initially he looked a little scared,
always knowing that they can
but with encouragement from his mother he rolled the
of connection for children ball and eventually toddled off with it in his hand. come back to their emotional and
Michael is the third child of a loving family. As a baby, relational base camp when they
Michael was comforted and loved by his parents.
If he cried, he was picked up and comforted. do not feel safe or are uncertain.

Making Space for Learing - Trauma Informed Practice in Schools 29

Connection – feeling safe to The importance of connection Trauma and disrupted connection
explore the world Children’s capacity to shape their internal emotional
state is interdependent on their carers’ ability and
In the context of abuse and family violence, parents/
carers do not try or are unable to take over the
To use an analogy, positive models of connection are willingness to recognise, acknowledge and help them function of interpreter and moderator of feelings
akin to learning rock climbing. For most of us, it is experienced by children. Traumatised children learn
certainly an experience that requires you to move out manage those feelings. Parents/carers play the vital
that their external environment cannot provide any
of your comfort zone. Imagine the feeling of being role of interpreter between internal and social worlds
relief for them. They do not come to trust others to
high on a rock. Below you is a 100-foot drop. Day-to- of children and young people.
help them manage their internal states.
day sounds have been replaced with the sound of the Experiences of connection with their parents/carers
wind and your heart beating loudly in your ears. They develop few or problematic working models for
provide the resources for children to develop
how to organise their emotions and their behaviour.
Your senses are heightened and you concentrate internalised working models about what to expect in
As such, they struggle to make sense of their
on each and every step. As you take your next step response to their own needs. By anticipating how
experiences, are not confident in new environments
up the mountain, you feel the comforting tug of your their carers will respond, children come to know how
and do not easily adapt to new experiences.
guide’s rope around your waist. Your guide and to behave and communicate their needs and feelings.
his expertise give you the confidence to continue Foster families often experience the implications of
The more predictable the response to them, the
climbing upwards. You can relax with the knowledge disrupted connection with truamatised children and
greater the confidence that children develop in both
that you are securely attached with a harness young people. When in their care, foster parents
what they feel and how they understand the world. In
and rope. begin by trying to be affectionate and loving with
particular, they learn that they are able to solve
children. However, traumatised children often find
As you practice climbing and learn more techniques, problems. If they can’t do so on their own, they learn
such love to be confusing. They do not have an
you become more and more confident. Eventually you that they can find and trust others who can help
effective working model of relationships that enables
are confident enough in your ability and skill level to them.
them to engage with a new carer or family.
climb without a guide. Children identify relationships as a source of comfort.
Trauma-influenced working models of relationships
Children develop implicit memory templates that
The more predictable the allow them to transfer the strengths of these
are generally comprised of mistrust, ambivalence,
response … the more confident fear and confusion. When relationships around
experiences to new relationships and other social
traumatised children do not work, the children
children become in opportunities.
themselves take this failure as reinforcement that they
understanding the world around are to blame. In many ways, traumatised children feel
responsible for their own chaos and isolation.
them.

Making Space for Learing - Trauma Informed Practice in Schools 30

Catherine, Justin and Cara are three children who have not
experienced consistent and safe experiences of connection.
Catherine’s story care arrangements until the age of 5. As an 8-year- would spend a lot of time crying alone in her room.
old, Justin has extremely challenging behaviour. On the rare occasions Cara’s mother was happier,
As a child growing up, Catherine was not given the He will not listen to his teachers and does not follow she went out leaving Cara in the care of a range of
opportunity to be explorative. Because Catherine’s the school rules. He has no real circle of friends, baby sitters. At school, Cara is quiet but occasionally
mother experienced sexual abuse from her uncle from choosing to be by himself during recess becomes very aggressive. She has explosive anger
a very young age, she did not trust the world and and lunchtime. that appears to come from nowhere. Cara has
limited Catherine’s contact with others. Catherine’s been known to engage in cutting her arms with a
Justin has few or no positive working models about
mother has given the message to Catherine that the razor blade. She does not want to be involved in
the world at all. He has not experienced people being
world is unsafe. As a result, Catherine is a shy, clingy any counselling.
in touch with his feelings. He has had only limited
and introverted child.
and inconsistent responses to his feelings. He has Cara has had her needs ignored even though
Catherine has internalised a working model of experienced little comfort. Relationships are not a she has had her mother physically present with
relationships that alert her to the constant possibility resource for Justin – they are a source of distress and her throughout her life. She has internalised the
that others might harm her. Her threshold for danger pain. He finds it difficult to internalise rules. He has no message that relationships are conditional on the
is set very low. She is likely to react to even small understanding or awareness of his own reactions. He mood of others. She has not felt validated. She has
challenges with fear. She will not have a sense of has even less empathy for others. experienced herself as the lowest priority in her
herself achieving or developing new skills. As a parents’ life, second to alcohol, crime and personal
result, she will probably have low self-esteem. This satisfaction. Cara does not feel much a lot of the time.
will affect her motivation to learn and engage with
Cara’s story When she does, she cannot manage those feelings.
school activities. Cara’s mother suffered bi-polar disorder and her She does not know how to express her internal
father was an alcoholic and in and out of jail while she feelings of distress or how to seek relief or comfort.
Justin’s story was growing up. When Cara’s mother was in Catherine uses self harm as a way of externalising her
internal pain. She will not attend counselling because
a depressive state, she did not have the energy or
Justin was placed in state care at age 6 months, motivation to meet Cara’s needs. When Cara went to she fears intimacy and making herself even more
because his parents were not fit to look after him. her mother for help, she was told to ‘go away’. She vulnerable in a relationship with an adult.
Justin was in and out of foster homes and different

Making Space for Learing - Trauma Informed Practice in Schools 31

Relationships make all the difference to experiences are repeated, they become the working Supporting children to re-experience
traumatised children and young people templates that children apply to social exchanges and relationships differently is the key to
new relationships.
The antidote for traumatised children who are trauma recovery and change.
suffering the consequences of poor connective The experience of one significant relationship which
experiences is to engage in relationships with them has these qualities for children can make the world of
that are positive and sustaining. difference to them.

These compensatory relational experiences centre

around the following key features:
Trauma and connection – Summary
Children need positive experiences of connection as
• there is a consistent approach to communication;
the basis for them to learn how to:
• children have their feelings acknowledged and
• problem solve;
validated by adults;
• feel safe to explore new situations;
• children experience adults as being protective
towards them; and, • manage their feelings;
• children experience adults trying to take care of • remember the positive feelings associated with
them even when their behaviour is challenging forming relationships; and,
and complex.
• have a working model for initiating and
The quality of relational experiences for traumatised maintaining relationships.
children provides opportunities for different working
Traumatised children have poor connective
models to emerge. These working models hold the
experiences. Their working models are built on fear
hope for children that not all adults are the same.
and mistrust. Supporting children to re-experience
As they experience different relational exchanges,
relationships differently is the key to trauma recovery
children’s brains begin to set down alternative
and change.
neuronal pathways which integrate different kinds
of feelings and memories. Over time, as these

Making Space for Learing - Trauma Informed Practice in Schools 32

Trauma and behaviour
The behaviour of traumatised children be familiar strategies used to manage their internal
and young people is an insight into states. It can be driven by change or unpredictability.
It can be influenced by increasing levels of stress.
the responses of their brain-body
It can be shaped by the extent of the rhythms and
system to toxic stress and trauma. sensory stimulation of their environment. It is very
It represents a complex interplay much influenced by the negative self identities which
of the experiences of their past, children and young people believe to be true about
their reactions to the present and themselves.
the cumulative impact of relational Without intervention aimed at supporting better
exchanges over time. connection and social skills, traumatised children
and young people are likely to experience increasing
Trauma-based behaviour, in general, serves levels of isolation.
important adaptive functions. It often makes sense in
the context in which it first emerged. However, it can Categorising trauma-based behaviour
become counterproductive if it continues after the
need for it has changed. Trauma-based behaviour can be categorised in a
range of ways. The examples explored in this section
Understanding it is the first key in helping children connect with the ways in which the residue of toxic includes seeking out physical attention from others,
and young people to stop it, reshape it or substitute it stress has been identified to affect children and sitting close and engaging in parallel play, wanting to
for more helpful behaviour. young people’s brain-body, memory, emotions and be fed, wanting their hand or hair to be stroked. Some
Trauma-based behaviour can usually be identified as relationship systems. children, whose relational templates are inconsistent,
patterns or repetitive routines that play themselves Comfort seeking – Depending on the relational may seek out such comfort from individuals who
out in the relationships and environments that templates that have been established for them in their are not safe or with whom the child or young person
children and young people are engaged in. It can be early phases of development, children and young misjudges the strength or nature of the relationship.
a response to traumatic memory traces triggered people will seek out comfort from people whom they This exposes children to rejection and also increases
externally by events or exchanges with others. It can perceive as safe, consistent and nurturing. This the possibility of them being exploited.

Making Space for Learing - Trauma Informed Practice in Schools 33

For some, they may engage in behaviour routines In this example, Josh’s self soothing strategies are Understanding the function of
that are aimed at self-soothing. This includes too limited. He cannot tolerate losing the hand held trauma-based behaviour
rocking, self-stimulation, sleeping, playing hand-held game. A different approach is required from the
computer games, listening to music and eating. teacher that engages Josh in collective comforting The key to reshaping trauma-based behaviour is
These patterns can be helpful to children and young and calming, until Josh is ready to hand over the to understand it and respond at its source rather
people in putting them into a zone of attention and game himself. than how it is expressed. Like emotions, behaviour
focus that supports a more relaxed state. However, contains multiple drivers, multiple explanations and
Self protection – It is critical to consider how the multiple ways to respond to it.
if they become a source of pre-occupation then
behaviour of traumatised children and young people
their benefit is curtailed. In another broken feedback For example, Emily, aged seven, has experienced
can act as self-protective measures. For example,
loop, children not only persist, but also intensify their neglect since infancy. She has been asked by the
some traumatised children and young people have
self-comforting behaviour despite it not working in teacher to undertake a task that contains four steps.
been so damaged by the abusive nature of their
relieving their internal stress state. They then are After she has completed the first three, Emily stops
interpersonal relationships that adults have stopped
forced to deal with secondary consequences of this and begins to talk to her classmates, interrupting
being sources of comfort. Instead, these children and
behaviour interrupting other activities. them with questions about a new show on television.
young people avoid intimacy at all costs. They do this
For example, Josh insists on playing his hand-held for their own protection. Emily ignores the teacher’s prompting to return
computer game in the classroom when it is not to her task. Understanding the possible drivers of
Self-protective behaviour can be initiated in response Emily’s behaviour at this point will offer the most
allowed. He has broken a rule. His teacher takes the
to uncertainty and unpredictability in the environment effective response to her. Emily may purposefully not
game from Josh and tells him he cannot play with it
of traumatised children and young people. In these be listening. It also may be likely that Emily’s stress
until lunchtime. Josh becomes even more distressed
circumstances, they revert to actions that they have response system has been activated. Under such
and pulls the computer game from the teacher’s
used before. It is critical to understand how current stress, working memory in children and young people
hand. Josh needs to play it now even more than he
behaviour relates back to past experiences of trauma. can deteriorate. It may be that Emily has only retained
did before because it is the only way he knows how
These contextual traces offer possible resources for the first three steps in the task and has forgotten
to make himself feel better. At this, Josh’s teacher is
knowing how to support children and young people the others. Pairing Emily up with her best friend to
more frustrated and asks him to give it back. Josh
to more effectively manage the change that occurs undertake the task may serve to reduce her stress
runs out of the room crying.
around them. system and also give her access to collective efforts
to remember what to do next.

Making Space for Learing - Trauma Informed Practice in Schools 34

For traumatised children and young people with Trauma-based behaviour has served a survival Always consider the internal stress levels experienced
unstable relationship templates, behaviour often function for the child or young person. It may by children and young people. Effective strategies
reflects ruptures in relationships. Small examples continue to serve that same purpose in the child’s will offer comfort and calm as the basis for change,
of teasing can be experienced as large shifts in current context. As such, this behaviour is most likely alleviating additional stress on an already stressed
allegiance, rejection or humiliation. Today’s behaviour to stop when its function is no longer needed. body-brain system. Build in elements that promote
may have been started with tension between peers predictability and stablise the routines of children and
Traumatised children and young people will not
and friends a week ago and has simmered unnoticed young people.
necessarily respond to incentive-based systems of
and unacknowledged in that time. The relational
behaviour management. Trauma-based behavioural Trauma-based behaviour is challenging and
component of behaviour needs to be kept in constant
routines have been established over time and in sometimes difficult for those who are educating and
focus when trying to understand the needs of
reaction to overwhelming threat. They will not easily caring for children and young people. It is important
children and young people who have been affected
be given up in favour of rewards or as a result of to be mindful of how such behaviour can trigger
by toxic stress and trauma.
rewards being withdrawn. reactions in the network of individuals who interact
and support traumatised children and young people.
Addressing trauma-based behaviour Strategies for addressing trauma-based behaviour
will be most successful when they are applied
Re-shaping trauma-based behaviour has its own set purposefully across multiple settings in which Strategies for addressing trauma-
of unique strategies. First and foremost, it draws its children and young people live, play and learn. With based behaviour will be most
effectiveness from an open and flexible orientation. reduced memory capacity, traumatised children successful when they are applied
If there are multiple drivers of behaviour in children, and young people will find it difficult to generalise purposefully across multiple settings
by definition there are also multiple approaches to their learning from specific situations to related and
addressing it. in which children and young people
unrelated contexts.
live, play and learn.
Trauma-based behaviour will shift in intensity and If a strategy does not seem to be effective, change
degree when a proactive and planned approach is the strategy. No single approach will work all the
developed, implemented and refined. In this plan, time. Build strategies that promote safe and caring
consideration needs to be given to the following relationships in the long term. Reconfiguring the
important insights about the nature of trauma-based relational templates that children carry will take time
behaviour. but are worth investing in.

Making Space for Learing - Trauma Informed Practice in Schools 35

 Child is Child is in
Behaviour
startled by a state of
provokes
event or heightened
a reaction in
trigger Child arousal and
others
subcortical, This reaction stress
right is perceived as
The lack of explicit, hemisphere Children’s behaviour an additional Most likely the defence
logical memory means enacts pushes our threat state they used at the
the child does not know response buttons as teachers. time of the initial trauma.
what started the trigger
behaviour.
Developing brain imprints Child is still in their right
the emotions felt at the core hemisphere and so is
of the trauma, as well as the not using their cortex to read
defence used against it. or interpret your response.
And is primed to percieve
ongoing threat

Strategies for addressing trauma-based behaviour will be most successful when

they are applied purposefully across multiple settings in which children and
young people live, play and learn.

Making Space for Learing - Trauma Informed Practice in Schools 36

Trauma and learning
The capacity of traumatised Their behaviour rules them. New experiences and
children and young people to learn new information carry with them elements of threat
and uncertainty.
is significantly compromised. Their
neurobiology is stressed. Their Children and young people who have experienced
relationships can feel unstable. Their toxic levels of stress and trauma find the demands
of the school environment extremely challenging to
emotional state is in flux. They find
navigate and benefit from. This is due to a range of
it difficult to stay calm or regain a factors.
state of calm if they feel distressed
Firstly, toxic stress causes memory systems to
or perturbed. Change is perceived as
degrade and fail. The more complex formed systems
dangerous. Their memory is under of memory are dissolved first. Without memory
pressure. They are disconnected from resources, learning is exceptionally difficult to
themselves and time. Their behaviour consolidate. Secondly, instead of following the natural
rules them. New experiences and new rhythm which sees stress hormone level peaking
information carry with them elements in the morning and gradually wearing down during
the afternoon and early evening, stress hormones in
of threat and uncertainty. experience difficulties with being able to process
traumatised children can stay high constantly through
language, possibly leading to delays in language
the day. This contributes to limited attention span
The capacity of traumatised children and young acquisition and comprehension. They are also more
and difficulties with concentration. It also means that
people to learn is significantly compromised. Their likely to experience difficulties with executing logic
these children may experience eating and sleeping
neurobiology is stressed. Their relationships can feel and sequences tasks. They will therefore find maths
difficulties, which further impact on their capacity to
unstable. Their emotional state is in flux. They find it and problem-solving tasks particularly testing. They
engage positively with learning opportunities.
difficult to stay calm or regain a state of calm if they will find narrative-based techniques complex and
feel distressed or perturbed. Change is perceived as Thirdly, if trauma or stress occurs during the periods at times indecipherable. At sport, they will struggle
dangerous. Their memory is under pressure. They are of time when the left hemisphere is more dominant in to read the play and flow of a game. They will need
disconnected from themselves and time. its maturation, then children and young people will additional support to meet these challenges.

Making Space for Learing - Trauma Informed Practice in Schools 37

Finally, traumatised children and young people find Narrative memory is lost
the constant interaction with others at school a Children lose an ability to make
source of ongoing stress. School environments are sense of their experiences.
semi-structured. They allow for change without the
need for preparation. In these contexts, traumatised
children and young people spend their energy just
surviving. There is little room left for much else. Episodic memory is fractured
Through adopting trauma-informed approaches that Children cannot remember events
are sensitive and predictable in their implementation, As recurrence and that occurred in that day or over the
schools can open up a space for traumatised children intensity of week. They do not remember who
and young people to learn. trauma increases they were with. They do not remember
what they learnt.
With an understanding of the knowledge base about
the neurobiology of trauma and connection for
children and young people, the next section sets out
principles and strategies for resourcing schools to Working memory is paralysed
support children and young people with experiences
Children stop being able to hold
of chronic stress to make the most of the learning
information long enough for it to be
opportunities offered to them.
judged to be valuable by the brain.
It is promptly forgotten.

Making Space for Learing - Trauma Informed Practice in Schools 38

Jot your thoughts

Making Space for Learing - Trauma Informed Practice in Schools 39

Jot your thoughts

Making Space for Learing - Trauma Informed Practice in Schools 40

Responding to traumatised children and young people at school
This section of the booklet takes memory, emotions, relationships and behaviour in The examples used to highlight some of the
the knowledge base about the children and young people. Key concepts folded in on possibilities for action are drawn from real-life
themselves, relying on their integration with the other examples of school initiatives that have been
neurobiology of trauma and toxic
dimensions in order to make sense. implemented over the last ten years with various
stress and applies it to working with Education Departments, State Governments ,
individual students, with whole classes Integration in the brain-body system works in a
Catholic and Independent Schools around Australia.
parallel way. Structures connect, physiology interacts
and across school settings.
and functions overlap to create positive mental
health and wellbeing. Trauma is the reverse. Trauma
Using Space acts as disintegrative experiences to the brain-body
Making SPACE for Learning was chosen as the title system of children and young people. Its impact
of this resource guide because it reflects the task that results in closed, rigid and less flexible ongoing
confronts schools in supporting traumatised children responses by children to stress and change. An open
and young people. The word SPACE itself also and adaptable brain-body system is the ultimate
acts as an acronym that summarises the five basic goal in supporting the recovery of children and
principles of trauma informed practice in schools. young people from the effects of trauma and toxic
stress. Adaptability and openness to receiving and
Effective responses are those which integrate
translating new information is also the basis
a comprehensive understanding of the growing
of learning.
knowledge base about the neurobiology of trauma
and stress and its implications for children and This section of the booklet takes the knowledge base
young people. The first section was written in a way about the neurobiology of trauma and toxic stress
that reflected the interconnected nature of stress, and applies it to working with individual students, with
whole classes and across school settings.

Making Space for Learing - Trauma Informed Practice in Schools 41

Principles underpinning trauma informed practice in schools
Research into the neurobiology of
trauma suggests that under states of
chronic physiological stress, the most
complex and last-to-develop functions
of the brain are switched off.

Principles underpinning trauma informed

practice in schools
Traumatised children and young people respond to
their environment with limited access to the resources
in their cortex responsible for thinking, logic, analysis
and problem solving. This is why trauma informed
practice has as its main ambition to support children
and young people to reset their baseline internal
stress and arousal levels in order to bring their
cortex back on line. With these resources available,
children and young people are more likely to use their
experience of school to learn.
Trauma informed practice supports an emphasis The acronym SPACE represents five key
on making the school space – its routines, its dimensions that if incorporated into strategies
relationships and its activities in and around its offer the most potential to establish effective
students – facilitative and flexible to the needs of all opportunities for schools to respond to the needs
children and young people, but in particular those of traumatised children and young people.
who are affected by the consequences of trauma and
toxic stress.

Making Space for Learing - Trauma Informed Practice in Schools 42

Staged unpredictability of routines and reactions from others Equally, the intensity and challenging nature of the
amplify the stress response used by traumatised behaviour of traumatised children and young people
The knowledge base about the maturation of the
children and young people. can lead to unitary explanations being applied to their
brain highlights that development is sequential by
motivation and drives. This creates environments
nature. Sophisticated functions of the brain-body The reverse is then also true. Strategies which
in which children and young people are more likely
system only emerge after basic functions have promote stability and familiarity reduce the need for
to be excluded from activities which can prove to
developed and been consolidated with rehearsal the stress system to be as actively engaged. This
be beneficial to them. The options for traumatised
and practice. This is true of the vertical and releases the energy that children and young people
children and young people in schools can become
horizontal structures of the brain. It is also true of use to lock down their experience and avoid change.
increasingly focused on discipline and behaviour
the progression of memory for basic facts through They then have the space to experience themselves
management. Locked down systems in themselves
to memories of sequences of experience through to as more flexible and more able to tolerate small
restrain flexibility.
narrative memory, which combine experience and degrees of change in their environment.
interpretation. Skills like reading also increase in Strategies which promote adaptability in children and
complexity through repetition and rehearsal, building Adaptive young people are those which are able to maintain
on basic building blocks of letters, syllables, words, multiple meanings for behaviour and remain open to
Traumatised children and young people rely on a multiple options for intervention.
sentences and paragraphs.
limited set of behavioural routines to respond to
Strategies aimed at resourcing traumatised children the challenges of their context. These routines are
and young people need to follow this staged pattern sourced in the history of their physiological reaction
of conceptualisation and implementation for them to toxic stress and the experiences of relationships
to succeed. through which these reactions were interpreted
and responded to. They are left without resources
Predictable to adapt to the specific requirements of any given
environment. As such, they find it difficult to fit in
Traumatised children and young people experience
leading them to sit on the outer boundaries of social
change in their relational and physical environment as
and community relationships. In school contexts, they
a source of stress. Their brain-body system maintains
struggle to internalise collective rules and understand
itself in a state of arousal readiness in preparation
the consequences for breaking them.
for the re-occurrence of threat. Uncertainty and

Making Space for Learing - Trauma Informed Practice in Schools 43

Connected Effective strategies to support traumatised children Effective strategies for responding to traumatised
and young people emphasise relationships with safe children and young people in the school context
Traumatised children and young people develop
and consistent adults and peers as the foundation for will enable them to make linkages between and
insecure and unstable templates for forming,
change. Relationships become the primary vehicle give meaning to their experiences of their past and
maintaining and being in relationships. They
through which new meanings about feelings, beliefs, their present, the feelings and their behaviour, their
have distorted or confusing internal maps to
behaviour and identity are resourced to emerge. thoughts and their actions. These strategies will
help them navigate intimacy. They have learnt
Connected children and young people are calmer and work best when they are located in jointly derived
to perceive relationships as possible sources of
more able to access their internal systems to learn. experiences of relationships that help adults and
terror, indifference and inconsistency. They avoid
children together to make sense of what underpins
engaging fully in relationships for fear of being hurt Enabled
their reactions. Together they learn to interpret
or rejected again. At other times, they may have Traumatised children and young people find the themselves and their past. Children and young people
an insatiable need for love and attention, putting process of understanding themselves difficult. They see themselves as others do. They have identities
inordinate pressure on relationships to deliver these are challenged in their capacity to identify their which feel congruent and hopeful.
experiences. They also struggle to constructively feelings, understand them and communicate them
interpret social cues and can feel isolated and to others. They struggle to piece together a coherent
different from their peers. They may use socially narrative about their qualities, their attributes
inappropriate behaviour to try to engage friends, only and their talents. Their memories and interpretive
to be rebuffed. functions have been impaired by the experiences
In school contexts where relationships are constantly of toxic stress. They do not build stories about how
negotiated and renegotiated, traumatised children they connect with others or jointly make meaning of
experience social exchanges as sources of experience. They do not easily make sense of their
stress which maintain the need for trauma-based past, they feel separate from their present and have
behavioural routines. no starting point for creating a path into their future.
Traumatised children and young people are not
enabled or empowered.

Making Space for Learing - Trauma Informed Practice in Schools 44

Integrating the
principles of SPACE
It is evident that the five dimensions of SPACE are
inter-related. The more dimensions are addressed by
a strategy, the more effective the outcomes. For
example, strategies that emphasise the development
of a positive connection between a child and a
teacher based on the predictability of a classroom
routine will help to stabilise the child’s stress
response and promote more flexible behaviour
associated with engaging in shared tasks with a small
group of peers. As suggested early on in this guide,
integration at multiple levels is the key to equipping
traumatised children and young people with
opportunities to learn.
Making SPACE for Learning takes these principles
and seeks to apply them in an integrated way to
support students individually, at the level of the
classroom and across the whole school environment.
Examples of strategies that achieve this are explored
in turn in the next sections. These ideas do not
represent an exhaustive list of possible strategies.
They are designed to prompt reflection and
discussion. At the end of each of the next three
sections, there is space for you to write your own
thoughts and discuss them with your colleagues.
From time to time, additional ideas will be described
in discussion papers located on the Foundation’s
website: www.childhood.org.au

Making Space for Learing - Trauma Informed Practice in Schools 45

Making SPACE for Learning with individual students
It is an understandable challenge to can prepare the student for any changes in teaching
arrangements. Another may make contact with the
manage individual children and student at the beginning and end of the day. They
young people who have trauma- step in for each other’s absence, maintaining the
responsive behaviour whilst in a relational context as predictable as possible. They
help the child to understand and fit into their school
classroom routine. They support the student to negotiate social
setting. Inevitably these students interactions with teachers and peers if required.
can affect the experience of the They build a bridge of understanding between the
student’s emotional state and behaviour for the
whole student and others.
class group and change the shape Having attended to the relational home base that
of the school day. traumatised children and young people need to feel
more secure in their environment, there are a myriad
Making SPACE for Learning with of ideas that can be configured together to meet the
needs of specific students.
individual students
Trauma informed practice at the individual student The following list of suggestions has been compiled
level begins by building or strengthening the relational from strategies used by teachers as they engage with
base around traumatised children and young people. the knowledge base underpinning trauma informed
Establish two or three references points for the practices in school contexts. They attend to the five
student. These are adults with whom the student SPACE principles in their intention and outcomes.
already experiences a degree of harmony. These
adults act as the interpreters of events at school for
that student. For example, one of the reference points

Making Space for Learing - Trauma Informed Practice in Schools 46

 Put SPACE into practice
Below is a list of suggestions currently 6. Have written plans for children that are made 10. Provide “cool down” time and space for the
used by teachers. accessible to relevant school staff. These plans student that is not described as discipline.
will help to ensure consistency and predictability 11. Recognise early warning signs and flag these to
1. Create spaces for the student to move into and for children both within and outside the classroom the child in a range of ways – verbal and nonverbal.
still be part of the class group. Tactile corners in (e.g. responses to the child from yard duty For example, observe and note physical arousal
the classroom that have bean bags or a rocking teachers at lunchtime should be consistent with cues i.e. foot tapping, fist clenching, body tensing.
chair, stress balls or a plush rug can support the classroom approach).
12. Find an activity the child is good at and
students to participate in class activity and calm 7. Develop plans in the lead up to excursions and
down at the same time. camps that enable the student to adjust and
facilitate them being able to invite
prepare for the new experience. others into it.
2. Develop a safe area and/or safe person the
student can access if a situation is stressful 8. Establish working plans to respond to the 13. Utilise naturally occurring breaks during the day to
or threatening. individual behaviour of students that is based on interrupt patterns of trauma-based behaviour
understanding the meaning and function of the which reflect stress.
3. Give children an opportunity to have a sense of
agency and control in their own lives. Create behaviour. Share the plans with others who have a 14. Engage parents and family members to identify
structures within which children can make choices role in teaching or supporting the student in other behavioural patterns, triggers and effective
during their day. contexts around the school. Work together to strategies to respond to the needs of specific
maintain the response plans consistent across students.
4. Promote the strengths and interests of the child. settings.
5. Give consideration to the benefit of the student 9. Provide praise that is concrete, specific and
being placed in another class on days where a delivered with a neutral tone. This offers a student
casual replacement teacher is in attendance. The the possibility to learn to interpret positive
other class would be taken by a teacher with reinforcement without hearing it through the lens
whom the student has an established connection. of their past relational experiences.

Making Space for Learing - Trauma Informed Practice in Schools 47

Put SPACE into practice (continued) 19. Offer sensory toys to enable a student to 24. Provide impromptu fun experiences
experience different feelings and then connect which are not defined as a reward.
15. Keep a journal which tracks the emotional state or them to the words that can describe them.
Fun and playfulness act as resources
mood of the student over the course of a week. For example, link different textures to different
feelings.
in the lives of stressed children and
Use the journal to rate the intensity of reactions of
young people.
the student and note any triggers that may have 20. Support students to understand the link between
contributed to the trauma-based behaviour. Look their behaviour and its impact on others. Use 25. Reflect on qualities that a student shows in
back over the journal every month to build a strategies that build understanding gradually. undertaking and completing an activity. Link this
sensitive understanding of the factors that quality to the kind of person who shares this
influence a student’s behaviour. 21. Use physical activity like walking to match the quality in his/her network or community.
emotional state of a student at a particular time
16. Capture and record the experiences of a student and join them in slowing them down to achieve 26. Use a digital camera in class to “catch” students
at school every week. Join the student in a calmer baseline. doing the right thing and help them to reflect on
reflecting on these experiences in a sequenced their own strengths and commitments.
way that enables the student to rehearse building 22. Utilise an identity web to explore the strength of
children’s connections to their family, friends and 27. Include stretching and physically relaxing
a narrative account about their involvement at
people at school. Use the pictorial map to help activities at predictable times each day.
school. Recognise and acknowledge the student’s
involvement in school activities. them make sense of themes such as closeness 28. Create a calm box that contains items which help
and distance in relationships. children to feel comfort and ease. It may include
17. Build in regular resources that enable the teacher
23. Undertake a predictable activity at the same time sensory-rich objects, photos of favourite things,
to spend one-on-one time listening, talking and/or
of the school day that records the day’s events in special toys, items that link the student to an
drawing with the student.
chronological order and categorises the important relationship or other visual reminders
18. Provide tactile activities to explore the dimensions experience according to the interests of the which are age appropriate.
of an experience. For example, ask the student to student.
blow up a balloon to the size of an issue or fold a
piece of paper to the size of the issue. Validate the
student’s assessment of the experience.

Making Space for Learing - Trauma Informed Practice in Schools 48

 The size of a feeling - SPACE exercise

1. Choose a balloon colour to match your feeling.

2. Blow up the balloon to a size that matches the intensity
of your feeling.
3. How could you make the feeling smaller?

Making Space for Learing - Trauma Informed Practice in Schools 49

Identity Web - SPACE exercise
g I am b
e thin es
h t a
T

t
ing I don’t li
eth ke
om

emory I hav
ing I did la
st Am e
eth w
om
ee
S

my name

g I will do n rd I like to he
hin ex wo ar
et t A
m
w
So

ee
k

Making Space for Learing - Trauma Informed Practice in Schools 50

 Your SPACE
Write down strategies that you have used effectively in the past to support traumatised or stressed students.
What other strategies would you now consider developing and trying with individual students?

Making Space for Learing - Trauma Informed Practice in Schools 51

 Mapping the day - SPACE exercise

When I got here today - I was thinking about:

Home Me Family Something else?

My body is / was feeling

Relaxed Happy Sad Grumpy Worried

Making Space for Learing - Trauma Informed Practice in Schools 52

Making SPACE for Learning in the classroom
The five dimensions of SPACE help to Structure everyday experiences to have three distinct phases of activities.
create a learning environment within
the classroom which benefits not
only students who have experienced
trauma, but everyone. The challenges
of modern teaching make it difficult to 10 minutes excitment 10 minutes calming
individualise every classroom process.
Therefore, classroom strategies offer
resources to all students.
30 minutes concentration

Making Space for Learing - Trauma Informed Practice in Schools 53

 Put SPACE into practice
The list of examples below again 33. Position clocks in view in the classroom and refer 40. Provide a range of methods to reinforce
integrates the principles of trauma to them with statements such as “… we are half behavioural expectations, including visual,
way through maths … When the big hand is on auditory, sensory, words and pictures.
informed practice in ways that can be
the 12 we will have lunch …” These statements
applied at the classroom level. provide a clear reference point and that
41. Integrate emotional literacy activities into the
curriculum to support students to recognise,
encourages children to stick to a task because
29. Display a visual/pictorial class timetable in the name, manage feelings and learn to respond to
they can visualise progress and an end point.
classroom or hallway as appropriate. It can others’ expression of feelings.
include photos of the students doing the tasks 34. Prepare and engage peers to support specific
42. Utilise a tracking sheet or tick sheet to enable all
and completing them. students through transition points in the day.
those who work with the student for the day/week
30. Use short, clear and sequenced instructions 35. Involve students in helping to develop classroom to provide feedback about how he/she is feeling.
which are repeated periodically as the task is rules. Keep the rules simple and short. Display This information can be examined to see if any
being undertaken. This will support students them in visually appealing ways in the classroom. patterns emerge and provide an opportunity to
whose memory systems are under stress and are Build them into classroom activities to provide put strategies in place.
not functioning at their capacity. opportunities for rehearsal.
43. Use feelings faces to extend the range of
31. Use multiple strategies for communicating 36. Utilise buddy programs to enable students to emotional expression that students can interpret.
information, instructions and setting tasks. manage change with some support. This can include the students drawing them as a
This can include verbal instructions, visual group, colouring them in, making 3D faces or
37. Set up a shadow board outlining what students
reinforcement of what is required, practice and playing feelings bingo.
will need for each class/lesson/subject.
role play. 44. Utilise symbols for feelings to promote
38. Keep all students informed if the room or other
32. Build rhythmical rehearsal opportunities that communication, for example colours, pictures,
element of their environment is being changed or
support arousal regulation. For example, use the newspaper headlines, signs.
moved around.
excitement – calming – concentration phases in 45. Continually develop and practice different
regular classroom activities throughout the day. 39. Develop a shared code of conduct for all
strategies and actions to respond to a feeling and/
classrooms within the school.
or behaviour.

Making Space for Learing - Trauma Informed Practice in Schools 54

Put SPACE into practice (continued) 51. Consider developing and implementing a cross 59. Provide small challenges with achievable goals.
age tutoring program which can draw on the
60. Undertake connecting activities such as footy
46. Rehearse narrative structure by drawing the day’s student’s strengths. Develop peer-support
tipping competition or class lunches.
journey using different media including chalk, networks.
textas, wool, clay. Use the Line of my Day activity. 61. Ensure important information is transferred
52. Look at building groups around areas of interest,
on transition (between year levels as well as
47. Facilitate opportunities for self-monitoring rather than social ability.
between schools).
involving scoring, feelings magnets or visual cues. 53. Do class puzzles and improvisational games to
48. Create DVD’s or videos which provide a history of have fun and rehearse flexibility.
the year/class/week/camp experience and enable 54. Consider looking after an animal as a group.
a review of this work.
55. Provide structured play opportunities during
49. Integrate discussion about future breaks. These could focus on social skills, team
activities to help make what is about to work or sharing (as examples).
happen feel familiar. For example, 56. Utilise music in the classroom – particularly
mention and at times discuss activities rhythmical music such as drumming.
which will take place in the next 57. Incorporate regular relaxation activities into
session, tomorrow, next week, next class time.
term, next year, next school.
58. Provide explicit commentary,
50. Do a check-in at the start of each week and each modelling or coaching of strategies to
term: “What do you remember from last week/
manage stressful situations. Model
term? What stands out? Why? What would you
like to be the same this week/term? What would and discuss your own calming
you like to be different?” strategies within the classroom.

Making Space for Learing - Trauma Informed Practice in Schools 55

Visual class timetable - SPACE exercise

Making Space for Learing - Trauma Informed Practice in Schools 56

Example of ‘Line of My Day’ exercise

Jake said hi to
me after school Jake texted me and mum
I had Coco Pops for bought us takeaway for tea
breakfast English was boring

I didn’t want to go
to school today

I was still tired when my

brother woke me up

We had a great game of

basketball and my team won

My favourite teacher
was away today

Making Space for Learing - Trauma Informed Practice in Schools 58

 If you had to draw your day with one
Line of my day - SPACE exercise continuous line, how would you draw it?

Making Space for Learing - Trauma Informed Practice in Schools 57

 Your SPACE
Write down strategies that you have used effectively in the past with whole classes to support traumatised or
stressed students. What other strategies would you now consider developing and trying with a whole class?

Making Space for Learing - Trauma Informed Practice in Schools 59

Making SPACE for Learning across the school
The involvement of staff groups in Consider using this simple audit tool to evaluate your
all roles within a school is needed in school’s readiness for trauma informed practice. Also
ask the following key questions:
order to effectively implement trauma
informed practice. It is based on a • To what extent is the impact of trauma and
school culture that acts as an open, stress on the functioning of children and young Once you have undertaken
adaptive, consistent, connected and
people widely understood and identified across the audit, consider what is
the school setting?
flexible system that communicates required to develop policies
• To what extent does the existing school culture
and integrates knowledge about the and initiatives that are
(embodied in charters/policies/processes) reflect
neurobiology of trauma and toxic understanding and compassion for the needs of missing and that may
stress and its implications for children traumatised children and young people? strengthen the school
and young people.
• To what extent does the school culture culture in supporting
Site Audit tool
demonstrate a positive and shared commitment traumatised children
in relation to the specific needs of traumatised
children and young people?
and young people.
Whole-of-school strategies that incorporate
SPACE principles need to be implemented as part • To what extent does the school incorporate
of a suite of policies and initiatives that resource collaborative strategies and processes for
individual teachers and other school staff to be supporting traumatised children and
able to meet the needs of traumatised children young people?
and young people. The first step is to undertake
a simple audit against the SPACE dimensions
across different levels of the school environment.

Making Space for Learing - Trauma Informed Practice in Schools 60

Making SPACE for Learning – Site Audit Tool
This audit tool can be used to evaluate the policies and initiatives of a school that resource and equip different
levels of the school structure to undertake trauma informed practice. In the following table, list strategies,
policies or other processes currently undertaken that support traumatised students at your school.

Making Space for Learing - Trauma Informed Practice in Schools 61

 Put SPACE into practice
In developing strategies at a whole-of- 66. Use peer supervision models for staff to monitor 72. Using the welfare or care team involved with a
school level, the following approaches and refine specific strategies with individual child to identify possible cues or triggers –
students. putting the pieces of this child’s response jigsaw
have been identified as being useful by
into place.
a range of school personnel. 67. Broaden out plans for responding to trauma-
based behaviour of specific students so that it 73. Ensure that there are clear support mechanisms
62. Ensure that induction of new staff incorporates key staff with different roles across for teaching staff to enable them to implement
the school. Consistency of approach is pivotal to trauma informed approaches in the classroom.
includes an understanding of trauma
its success.
informed practice and the application 74. Ensure all school staff model respectful and
68. Provide transparent, clear and known guidelines non-violent relationships within the school
of the SPACE principles in supporting
for behaviour to all students, parents/carers environment.
specific children and young people. and staff.
75. Help colleagues to make sense of strategies the
63. Communicate with parents/carers regarding any
69. Ensure a balance between accountability and students are trying to use to manage their own
significant changes with the aim of enlisting their
understanding trauma-based behaviour in stressors, encouraging acknowledgement of
support to adequately prepare students at home.
discipline policies. attempts and successes.
64. Engage support and administrative personnel to
70. Access community-based programs which can 76. Ensure that child protection policy is articulated
be welcoming, consistent, and predictable in their
reinforce school-based expectations. and understood by all school staff.
responses to specific students through training
and explicit instructions. 71. Have a clearly defined and articulated
student-at-risk framework including guidelines for
65. Implement regular whole-school professional
how to evaluate, what to record and what to do.
development program about the neurobiology of
trauma and stress.

Making Space for Learing - Trauma Informed Practice in Schools 62

Put SPACE into practice (continued) 83. Encourage positive reflections from
family/parents.
77. Redesign the way in which the physical spaces 84. Ring two families per week with positive
around the school are used to allow for different comments about their child’s week.
kinds of sensory experiences.
85. Consider a broad range of appropriate adults
78. Introduce a 20-minute relaxation period after within the school community who could fulfil the
lunchtime for the whole school. role of reference point, including administrative
79. Communicate strategies used at school to staff, groundskeeper and principal.
parents/carers with the aim of transferring their 86. Develop special interest groups within the whole
application into the home environment. school that focus on development by staff of
80. Be realistic about your role with this child – it is a activities that promote neurobiological integration,
shared responsibility. including craft, music, movement and sport.

81. Work with leadership team to understand the 87. Regular case conferences to enable relevant staff
impact on school personnel of working with and to hear about what is working well, where areas of
supporting traumatised children and young difficulty are and planning for future goals.
people. Implement care strategies for staff, 88. Develop a shared learning environment: An open
including informal and formal opportunities for system where teachers can realistically discuss
debriefing, regular supervision, professional the joys and challenges of the role.
development, health and well being initiatives.
82. Enable different levels of relationship with a range
of adults within the school community.

Making Space for Learing - Trauma Informed Practice in Schools 63

 Your SPACE
Write down strategies that you have used effectively or been part of in the past that have focused on whole of school approaches to supporting traumatised or stressed
students. What other strategies would you now consider developing and trying?

Making Space for Learing - Trauma Informed Practice in Schools 64

Gemma In the opening section of this resource
Gemma is 7 years old. She is quiet and withdrawn. guide, you were introduced to Gemma
She finds it difficult to make friends, and is often and John.
ostracised by her peers. They complain that she is
weird. She clings to you as her teacher, and will often They were two students demonstrating complex
ask to stay in class during recess. The last time you behaviour in the classroom. How did you understand
went on an excursion to the zoo, Gemma reacted their behaviour? How did you describe their needs
with tears. and how to best meet them? Consider these
John
Having read the contents of this booklet, what
difference has it made? What do you understand
possible explanations
John is a 14-year-old boy who has been described now about Gemma and John? What would you do to and suggestions.
as a trouble maker. He provokes the other children support them if they were in your class or school?
in the class by calling them names. While he is
very bright, he never hands his work in on time. All
of his teachers complain that he seems to ‘attract’
trouble. He lacks empathy, and also has difficulty
remembering what he has covered in class from
one day to the next.

Making Space for Learing - Trauma Informed Practice in Schools 65

Gemma
Gemma has experienced heightened stress for As such, she engages in behaviour that leads her to Gemma’s behaviour were consistent and predictable.
some time, probably from birth. During her infancy, withdraw from those around her. She appears weird When Gemma stayed with the teacher at lunch time,
the development of her right hemisphere was and different because she does not read the facial they played board games together that eventually
destabilised. She more than likely did not experience cues of her peers accurately. She does not know how involved other children. The lunch time “Games Club”
her carers as consistent or attuned to her needs. others feel or why they react to her in the way that became a routine collective experience that enabled
they do. She probably feels different from the other Gemma to enjoy being with other children. Gemma
When she cried, she was not tended to. She was
children. Her sense of herself is fearful and worried. slowly practised her friendship skills and applied
left alone to soothe herself, which at her young age
When she is put into new situations, like a school them to join the school’s chess club. The teacher
was way beyond her capacity. She could not trust
excursion, her brain-body system becomes charged helped Gemma to write a story about a shy little
her carers to comfort her and make her feel better.
with emotion. It is at these points in time when penguin that learnt about how to make friends even
Relationships themselves became sources of stress
relationships feel even more alien. She cannot engage when it felt really hard. This story was read out by the
for Gemma. They were unpredictable and frightening.
with others to help her to feel better and she cries. School Principal at a school assembly.
She failed to develop a sense of connection to the
state of her body and her feelings. Without practice, Her teacher has been very patient with her. She Gemma needed to learn to trust. Only then did
Gemma did not learn to recognise her own needs or has known that Gemma needs to feel safe. She has her relationships move from sources of stress
communicate them to her carers. She was alone even concentrated on comforting Gemma whenever she and alienation to become sources of tangible care
as she experienced herself surrounded by exchanges needed it. She understood that Gemma’s brain and and comfort.
with others. body has been programmed to respond to stress by
withdrawing from relationships. Instead, Gemma’s
Now, a few years later, Gemma’s internal templates
teacher gave her the space to feel close to someone
still do not help her to experience relationships as
and not feel afraid. She offered Gemma small staged
reassuring and caring. She finds interactions with
steps to learn to trust in her. Her responses to
her peers confusing and even threatening at times.

Making Space for Learing - Trauma Informed Practice in Schools 66

John
John has the telltale characteristics of a young person John needs his school environment to be less to keep himself protected from them. He could let
who has been affected by trauma and prolonged stressful for him. He will be better able to follow down his guard a little. As he did this, his stressed
exposure to interpersonal stress. His poor memory through with key daily milestones if he were given brain and body system may be able to find some
for the previous day’s lessons shows that his cortical pictorial representations of his diary. If his school relief. In turn, a calmer John would be experienced
resources are under considerable pressure. His routine were made predictable, then he may be able by others as less antagonistic opening up the
baseline arousal state is elevated. He cannot calm to reduce his sense of alarm and be able to attend possibility of creating more stable friendship circle
himself down or engage with others in ways that more to the present experience of his class. with his peers.
help him to relax his brain and body system. It is
John also needs support to more effectively interpret As John experiences himself being different, he can
likely that he does not remember classroom rules or
his own mood and feelings. John’s home room be helped to reflect on the emerging qualities that
expectations about timelines for handing in his work.
teacher might act as the reference point at school others are appreciating about him. He could practice
His behaviour serves to distract his attention away to plot the intensity and nature of John’s experience noticing these qualities about himself.
from the feelings of unease that he experiences at during the school day. John could be helped to
John’s neurobiology, his experience of himself, and
school. By creating conflict with his peers, John practice different ways of describing his feelings.
the perception of others would begin to be better
also manages to keep his peers from forming any
John would also benefit from connecting with a small integrated. This would further dampen his arousal
kind of close relationship with him. He experiences
team of adults at school. This team would consist of response and create even greater space for John to
relationships as potentially dangerous. He does not
key people who can offer opportunities for John to use the school environment to learn.
understand what others need from him because
have his feelings identified, described and validated.
he has not had the experience of having his needs
They would also help to guide John through the
understood. He cannot empathise with the impact
routine of the day with friendly and positive feedback.
of his behaviour on others. He more than likely has
In this way, John would begin to experience
impoverished capacity for emotional literacy, finding it
relationships as more supportive. He would not need
difficult to name and describe feelings.

Making Space for Learing - Trauma Informed Practice in Schools 67

 Make SPACE for

Gemma and John are children who Hope is present for children when they can rely on
have experienced complex the adults around them to be consistent, dependable
and nurturing. Children begin to feel anchored in the
developmental trauma. The key to
present and trust in the future.
supporting them at school is to use the
knowledge base about the neurobiology Children with hope and confidence are adaptable in
the face of challenges. With belief in themselves they
of trauma to understand them – their
begin to do better at school. They find they can more
behaviour and their needs. And with easily make and keep friends. Their relationships with
such understanding comes hope. their family improve. They are happier in themselves.
School itself becomes easier to navigate. Children
Hope is the outcome of change for children. It is like
and young people experience themselves
a wave that carries them into the future with fun,
congruently in the classroom. They have greater
enthusiasm and optimism. Hope is the first moment
attentive capacity. They have access to more of their
in time when they dare to dream.
memory resources. They can take in new information
For these children, hope comes from feeling that their and store it. They can recall it and integrate it. They
experiences of trauma and stress no longer separate develop skills. They learn and come to enjoy learning.
them from their friends and family. They know that Change becomes something to embrace. Their
they do not have to feel alone any more. They start teachers are safe and supportive. Their potential to
to really feel a sense of safety in themselves and in succeed at school has been unlocked…
those around them. They can look forward to their
next birthday without fear. They can look forward
to the next school holidays without feeling worried.
They can tell their parent or carer or teacher that they
are upset or sad and know that the response will be
supportive. They can feel secure, safe and loved.

Making Space for Learing - Trauma Informed Practice in Schools 68

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Jot your thoughts

Making Space for Learing - Trauma Informed Practice in Schools 73

Jot your thoughts

Making Space for Learing - Trauma Informed Practice in Schools 74

The Australian Childhood Foundation has a range of additional
free resources and training opportunities on the neurobiology of
trauma on our website:
www.childhood.org.au
The Australian Childhood Foundation also offers customised training to schools, local
services and service networks on a range of topics associated with trauma and how
to support vulnerable children, young people and their families. We can support you in
planning and organising a specifically tailored professional development program in
any location throughout Australia. Please contact the Training Event Coordinator at
training@childhood.org.au to discuss this option further.

Making Space for Learing - Trauma Informed Practice in Schools 75

Phone 1300 381 581 // training@childhood.org.au
// www.professionals.childhood.org.au