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TREP Project

Trauma responsive educational practices:

Are grounded in the basic research on trauma and how it affects children’s brain and behavioral development.


Recognize the importance of schools as a sanctuary space and that this is rooted in trusting relationships between 

       students and educators.


Prioritize proactive behavioral supports over reactive disciplinary consequences.


Recognize the necessity of knowing children’s history (and recency) of exposure to traumatic experiences.


Anticipate and respond to challenging student behaviors with de-escalation.


Prioritize classroom management practices that keep students exhibiting challenging behaviors in the classroom.


Recognize that educators must have the institutional and professional support to engage in self-care practices that

       mitigate vicarious traumatization.

Trauma responsive educators are:

Present and in-the-moment with their students, focusing their attention on them.

Attuned and aware of students’ non-verbal cues.

Calm in their interactions with students and in the ways they respond to students'

       off-task behavior.

Predictable and provide structured, repeated, and consistent positive experiences for students.

De-escalate children’s emotions and remain in control of their own emotions and expression.


SAMHSA. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Services Administration.


Walkley, M., & Cox, T. L. (2013). Building trauma-informed schools and communities. Children & Schools, 35(2), 123-126.

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