Date of Graduation
5-2021
Document Type
Thesis
Degree Name
Bachelor of Science
Degree Level
Undergraduate
Department
Curriculum and Instruction
Advisor/Mentor
Lorah, Elizabeth
Committee Member/Reader
Lorah, Elizabeth
Committee Member/Second Reader
Smith, Tom
Abstract
Exposure to early trauma can negatively affect a child's learning, behavior, and social emotional well being. Trauma in children can change executive functions in the brain and other neurobiological developmental changes can alter their success rate academically and socially. With the changes in the brain, it can have prolonged effects such as diminishing of brain nerve cells, hormone levels, immune systems, and epigenetic changes. Without proper interventions, these changes can lead to a higher risk of developing health conditions and mental illnesses. Through research presented in the article, is it vital for early interventions to prevent the furthering effects of adverse childhood experiences. Schools play an important role in a child's life, creating and implementing trauma sensitive classrooms and interventions can promote success for the students. The purpose of this paper is to present evidence on the changes that can occur in a child's brain following trauma, and how schools can promote educational, social and emotional wellbeing of students who have experienced trauma.
Keywords
Trauma; Education; Trauma-Informed Care; Service Learning
Citation
Murphy, L. (2021). Understanding Trauma to Create Effective Trauma Informed Schools. Curriculum and Instruction Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/cieduht/23
Included in
Development Studies Commons, Disability and Equity in Education Commons, Educational Methods Commons, Psychology Commons, Service Learning Commons
