Understanding Trauma in Children and Young People

A Trauma Informed Approach

In Outside School Hours Care

As educators, it's important for us to recognise that some of the children and young people we work with may have experienced trauma in their lives. Trauma can have a profound impact on a child or young persons behaviour, emotions, and learning abilities, and it's crucial for us to understand how we can support them effectively.

Traumatic events can lead to a range of responses in children and young people, including anxiety, depression, withdrawal, anger, and physical symptoms like headaches or stomach aches. Trauma can also affect a child or young persons ability to trust others, form relationships, and feel safe and secure.

The My Time Our Place - Learning Framework for School Age Children identifies four types of trauma:

1. Single Incident Trauma: This can result from experiencing a time-limited and often unexpected traumatic event such as a car accident, bushfire, or the loss of a loved one.

2. Complex Trauma: This can result from exposure to severe, sustained, and harmful interpersonal events such as physical, emotional, or sexual abuse, profound neglect, or domestic and family violence.

3. Historical Trauma: This refers to multigenerational trauma experienced by a specific cultural group. For example, the intergenerational impacts of European colonisation and forced removal of children from families and communities on Aboriginal and Torres Strait Islander communities.

4. Intergenerational Trauma: This can result when unresolved complex trauma impacts the next generation's capacity to parent and leads to intergenerational harm. When exposed to traumatic events at a young age, children and young people may not have developed, or may have lost, their sense of safety, trust, and belonging.

To support children and young people who may have experienced trauma, we can use trauma-informed practice.

Trauma-informed practice involves being aware of the impact of trauma on children and young people's learning, development, and wellbeing.?

This includes recognising the signs and symptoms of trauma in children and young people, responding by making places and relationships feel safe and supportive to children and young people, and helping children and young people to develop their capabilities for emotional regulation.

Examples of trauma-informed practice include:

Creating a safe and welcoming environment: This involves creating a physical space that feels safe and welcoming to all children and young people. This can be achieved by providing a quiet space where children and young people can retreat when they feel overwhelmed, having sensory toys and activities available, and using calming colours and lighting.

Building positive relationships: Positive and trusting relationships are key to supporting children and young people who have experienced trauma. This can be achieved by showing empathy, being patient, and building a sense of belonging through shared activities.

Providing opportunities for expression: Children and young people who have experienced trauma may find it difficult to express themselves verbally. Providing opportunities for expression through art, music, and other activities can help them to process their emotions and experiences in a safe and supportive environment.

As educators, we have an important role to play in supporting children and young people who have experienced trauma. By being aware of the different types of trauma and implementing trauma-informed practices, we can create safe and supportive environments that promote healing and resilience. Together, we can make a positive difference in the lives of children and young people who have experienced trauma.