Navigating the challenges of back-to-school for children with complex trauma

By Daphne Boucher, MScOT, OT Reg. (AB), Doctoral student NYU OT Reviewed by Unyte Clinical Team

Returning to school after summer break can bring about various feelings for children and families. Many children look forward to the excitement of reuniting with their friends, meeting their new teachers, and getting back to recess and lunchtime shenanigans. However, for children who have experienced complex trauma, transitioning back to school can be an overwhelming experience marked by fear and anxiety. Understanding the challenges these children may face is crucial to providing the most effective treatments and strategies. 

Here are some common difficulties that children who have experienced complex trauma may encounter when returning to school:

Self-regulation

Children who have experienced complex trauma may have a decreased capacity for self-regulation and lack self-regulation skills. They may struggle to manage their emotions within the school environment, which can lead to outbursts, withdrawal, or other behaviors that can be viewed by teachers as “bad behavior” or defiance (Perry & Pollard, 1998).

Anxiety and Fear

The unpredictability and change that come with a new school year can exacerbate feelings of anxiety. Children with complex trauma often struggle with transitions and the shift from the summer routine to the demands of school-heightened stress (van der Kolk, 2003). 

Difficulties with Trusting Others

Establishing trust with new teachers and peers can be particularly difficult for children with complex trauma. Their past experiences may have taught them that adults are not always reliable or safe, making it hard for them to feel secure in a new environment (Bath, 2008).

Challenges in Social Interaction

Forming and maintaining relationships can be particularly challenging for these children. The social dynamics of a classroom, including peer relationships and interactions with authority figures, may be sources of stress and anxiety (Hughes et al., 2019).

Learning Difficulties

Trauma can impact a child’s cognitive development and therefore lead many to difficulties within the classroom setting, including concentration, memory and problem-solving. These challenges can make academic tasks more difficult, and result in frustration and feelings of inadequacy (DeBellis et al., 2009).

Strategies for Improving the Back-to-school Transition

Providers play a vital role in supporting children with complex trauma as they transition back to school. Here are strategies that can be used to support this transition:

Create a Predictable Environment

Consult with the teachers to help establish a consistent and predictable routine in the classroom. Visual schedules, clear expectations, and a calm, structured environment can help reduce anxiety and provide a sense of safety for the child (Blodgett & Lanigan, 2018). Regular morning greetings, transition songs and goodbye rituals are also fun ways to incorporate predictability within the environment. 

Build Self-regulation Skills

Incorporate activities that help the child develop self-regulation skills. First and foremost, practice and educate others on the power of co-regulation. Other techniques, such as deep breathing exercises, sensory breaks, and the use of calming tools (e.g., fidget toys, weighted blankets, time in quiet space), can be integrated into their day (Ogden et al., 2006). It is also important to have regular sessions with the child to work on these skills one-on-one and within the classroom environment. 

Foster Positive Social Interactions

Encourage and facilitate positive peer interactions through structured group activities. Social stories, role-playing, and social skills groups can help the child practice and develop appropriate social behaviors (Levine & Kline, 2010).

Academic Success

Collaborate with teachers to adapt the academic workload and provide accommodations as needed. Breaking tasks into smaller, manageable steps, offering extra time for assignments, and using visual aids can help the child stay engaged and succeed academically (Cole et al., 2005). 

Assist in Supporting the Development of Trusting Relationships

Attunement, consistency and holding space are key factors necessary for building trust with children who have experienced trauma. Spend time getting to know the child, listen to their concerns, and validate their feelings. It’s important to demonstrate that you are a reliable and safe adult in their life (Perry, 2006). 

Encourage Family Participation

Ensure the child’s caregivers are part of the process. Provide the family with strategies and tools they can use at home to support their child’s transition back to school. Some important strategies would be the use of co-regulation, attunement, and predictability, which are great skill areas to teach families and caregivers. Consistent communication between the school and home can also help reinforce a sense of security for the child (Brunzell et al., 2016). 

Prepare for Triggers

Identify potential triggers in the school environment and develop a plan to manage them. This might involve having a designated safe space the child can go to if they feel overwhelmed or developing a signal system for when they need a break (Porges, 2011). 

Promote Sensory Regulation

Many children with complex trauma have sensory processing challenges. Incorporate sensory-friendly strategies into the classroom, such as allowing the child to use noise-canceling headphones, providing access to a sensory room, or integrating movement breaks into their schedule (Miller et al., 2007). 

Conclusion 

Transitioning back to school can be an especially challenging time for children who have experienced complex trauma. However, with the right support and strategies, these children can thrive in the classroom. As providers, it is our role to advocate, provide them with the tools they need to succeed, and work collaboratively with teachers, caregivers and other professionals to create a supportive and nurturing school experience. Through patience, understanding and targeted interventions, we can help these children feel safe, supported and ready to learn.

References

Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming Children and Youth, 17(3), 17-21. 

Blodgett, C., & Lanigan, J. D. (2018). The association between adverse childhood experience (ACE) and school success in elementary school children. School Psychology Quarterly, 33(1), 137-146. 

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63-83. 

Cole, S. F., O’Brien, J. G., Gadd, M. G., Ristuccia, J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn: Supportive school environments for children traumatized by family violence. Massachusetts Advocates for Children. 

DeBellis, M. D., Hooper, S. R., & Sapia, J. L. (2009). Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD. Journal of the International Neuropsychological Society, 15(6), 868-878. 

Hughes, D. A., Golding, K. S., & Hudson, J. (2019). Healing relational trauma with attachment-focused interventions: Dyadic developmental psychotherapy with children and families. W. W. Norton & Company. 

Levine, P. A., & Kline, M. (2010). Trauma through a child’s eyes: Awakening the ordinary miracle of healing. North Atlantic Books. 

Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135-140. 

Minton, K., Ogden, P., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy (Norton Series on Interpersonal Neurobiology). W. W. Norton & Company. 

Perry, B. D. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children. In N. B. Webb (Ed.), Working with traumatized youth in child welfare (pp. 27-52). Guilford Press. 

Perry, B. D., & Pollard, R. (1998). Homeostasis, stress, trauma, and adaptation: A neurodevelopmental view of childhood trauma. Child and Adolescent Psychiatric Clinics of North America, 7(1), 33-51. 

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation (Norton Series on Interpersonal Neurobiology). W. W. Norton & Company. van der Kolk, B. A. (2003). The neurobiology of childhood trauma and abuse. Child and Adolescent Psychiatric Clinics of North America, 12(2), 293-317.