Healing and Growth in the Classroom: A Positive Education for Trauma-Affected and Disengaging Students

Abstract

Although there is limited international data regarding trauma frequency and student achievement, we know that up to 40% of all students in the United States are compromised by the impacts of trauma and chronic stressors (National Child Traumatic Stress Network. Empirically Supported Treatments and Promising Practices. Author, Los Angeles/Durham. Retrieved on March 10, 2014, from http://www.nctsnet.org/resources/topics/treatments-that-work/promising-practices, 2005). To address their needs, positive education needs to be woven into trauma-informed approaches. Together with Professor Lea Waters and Associate Professor Helen Stokes, I have developed the trauma-informed positive education (TIPE) approach (Brunzell T, Stokes H, Waters L. Contemp Sch Psychol, 2015). This model is being tested through research at the Melbourne Graduate School of Education, University of Melbourne. Preliminary evidence from schools working with the TIPE approach shows that teachers have enlarged their understanding about the developmental needs of children whose lives are compromised by trauma resulting from family and community destabilization. This chapter describes our research in positive education and comments on early data from classroom interventions with trauma-affected students. It concludes with recommendations for future research about the extent to which positive education can meet the healing and growth needs of trauma-affected students. My colleagues and I believe that when teachers are assisted to respond to the unmet needs of their most vulnerable students, then classrooms are better prepared to realize the academic and well-being goals of all students.