Connecting Trauma-Sensitive Schooling and Social–Emotional Learning to Promote Educational Equity: One School's Intentional Design

In: Children & schools: a journal of the National Association of Social Workers, Band 44, Heft 2, S. 107-115

Abstract

Abstract
Equity in education begins with creating structures that support students inclusive of their social-emotional needs. Students exposed to trauma perform best in schools that adopt trauma-sensitive practices. Many of these trauma-sensitive practices naturally prepare students to learn social–emotional skills, as the trauma-informed staff also models social–emotional learning. Mastery of these skills leverages student success in school and adult life. This article focuses on one aspect of a larger qualitative case study of trauma-sensitive practices adopted by one elementary school to support all students, inclusive of students affected by trauma. The research presented in this article focuses on the intentional design of the school. The author uses the term intentional design to refer to specific structures and systems in place in the school to support a trauma-sensitive environment. This intentional design, which the author noted through observations and interviews, involved purposeful staffing, design of classrooms and other internal spaces, and schoolwide routines. These intentional design features, evolved from adopting trauma-sensitive practices, provide the framework and structure for students to build social–emotional competencies to help promote success in their schooling.