Analyze How Trauma Might Impact Learning in Educational Settings|Legit essays
Posted: January 24th, 2023
Consider the two journal articles attached that talk about about trauma and educational settings. Consider the different educational settings that you have experienced and how trauma might affect learning in those settings (I have only worked in the elementary school setting). Put together 2-page reflection about how trauma might impact learning across educational settings (middle and high school).
You can use three scholarly sources in addition articles attached.
This reflection should exhibit evidence of concept knowledge and demonstrate thoughtful consideration of the content.
American Psychological Association 2014 Convention Presentation
Trauma and Mental Health As Barriers to Learning and Achievement for Youth in Residential Educational Settings
Michelle V. Porche Wellesley College
mporche@wellesley.edu
Kara Sabalauskas Home For Little Wanderers
Heidi Ferreira Home For Little Wanderers
Topic: 80 Trauma
The Report of the Surgeon’s General Conference on Children’s Mental Health (2000) revealed 1 in 5 children has a
mental disorder, and 1 in 10 suffers from severe mental illness, increasing the likelihood that they will do poorly in school
(Bagdi & Vacca, 2005). According to the Institute of Medicine (Reynolds, Chen, & Herbers, 2009), about 50% of students age
14 and older who drop out of high school have a mental disorder; 65% of boys and 75% of girls in juvenile detention have at
least one mental illness. Early adversity and trauma were found to be predictive of psychological disorders and school dropout
rates for a representative sample of emerging adults, and the association between trauma and dropout was mediated by
substance abuse and conduct disorder (Porche, Fortuna, Lin, & Alegria, 2011). Knowledge regarding the connection between
mental health and learning is growing, but still understudied.
Youth who have experienced adversity and trauma are overrepresented in residential educational settings. The focus on
therapeutic treatment in these settings is essential given the significant mental health concerns of students who have exhausted
opportunities in mainstream schools. There is limited research on risks and supports for the academic achievement of this
population. Thus, it is necessary to improve our understanding of barriers to learning in order to develop effective educational
strategies that can foster achievement. This study investigates prevalence of trauma experience for youth in residential settings
as a first step to understanding how PSTD symptoms inhibit capacity for learning.
Theoretical framework. Toxic stress (Shonkoff, Boyce, & McEwen, 2009) alters brain functioning and may contribute to
structural changes in the brain (Cohen, Mannarino, & Deblinger, 2006; Teicher et al., 2003; Weber & Reynolds, 2004).
Resulting changes in neurotransmitter activity affect psychobiological function (Bremner et al., 1994), for example, increased
hypervigilance limiting the amount of attentional resources that can be directed towards learning and staying on task. Caffo
and colleagues (2005) found that learning and attention disorders were common psychiatric problems for children and
adolescents following traumatic experiences.
Sample and Procedure. Students at two residential/educational sites serving grades 6 to 12 participated in the study
(n=135; 90% male; 47% White, 33% Black, 13% Latino, 7% other/unknown). Typically, students experience multiple
out-of-home and school placements and are diagnosed with DSM-IV disorders. Demographic information and the Adverse
Childhood Experience (ACE) score was collected through chart review. Clinical staff administered the 17-item CPSS (Foa, et
al., 2001) to assess PTSD symptoms.
Results. Students experienced parental separation/divorce (88%), threats/emotional abuse (76%), family member(s) with
mental illness (65%), feeling unloved by family (60%), family member(s) with substance abuse (58%), physical abuse (56%),
neglect (45%), family member(s) incarcerated (40%), and sexual abuse (32%). Most frequent symptoms of PTSD were
flashbacks and intrusive memories that affected sleep, anger, and concentration. Over half of students reported that symptoms
impacted schoolwork. Over 60% scored below average on reading comprehension.
Conclusion. This study lays a foundation to develop effective academic interventions within a clinical context for
residential students with multiple adverse childhood experiences.
SOLUTION
Trauma can have a significant impact on a person’s ability to learn in educational settings. Trauma can affect a person’s cognitive, emotional, and physical well-being, which can then affect their ability to focus, retain information, and engage in the learning process.
For example, individuals who have experienced trauma may have difficulty with attention and concentration, making it difficult for them to engage in class or follow along with lectures. They may also have difficulty with memory, which can make it difficult to retain information and complete assignments. Additionally, trauma can lead to feelings of anxiety, depression, and emotional dysregulation, which can make it difficult for individuals to engage in social interactions and form positive relationships with classmates and teachers.
Additionally, trauma can also impact a student’s behavior, as they may act out or be inattentive in class, which can lead to disciplinary issues and create a negative classroom environment for themselves and others.
It’s important for educators to understand that trauma can have a significant impact on a student’s learning and to be aware of the signs and symptoms of trauma, which can include difficulty with attention and concentration, emotional dysregulation, and behavioral issues. They should also be trained in trauma-informed practices, which can help to create a safe and supportive learning environment for students who have experienced trauma.
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