Pilot project to create ‘trauma-aware’ environment in schools

By Lara Pickford-Gordon, snrwriter.camsel@catholictt.org

Teachers of two Catholic primary and two secondary schools received training to transform their schools and classrooms into “trauma-informed” schools and “trauma-informed” classrooms.

The Archdiocesan Trauma Resource Team conducted pilot workshops for about 120 educators over two days, at the Assumption Parish Hall, Maraval, on October 15 for St Anthony’s College and Bethlehem Boys’ RC, and November 12 for St Francis College and Bethlehem Girls’ RC.

Sessions aimed to increase knowledge and understanding of trauma and assess their current ability to teach students with a trauma-informed perspective. It is the start of a response to the findings of a survey conducted last year in the Archdiocese; data was collected from 14 homes and 16 Catholic organisations. This followed a report by the Catholic Care Homes Review Committee mandated by Archbishop Charles Jason Gordon in June 2022, to enquire into the quality of care and compliance within residential Homes that are registered as Catholic institutions.

As part of its work, the Committee found inadequate systems for dealing with the traumas experienced by children in care. Subsequently, the Archdiocese moved to provide improved access to training and trauma sensitisation for Catholic organisations and services.

Conducting the workshops was the leader of the Trauma Team, Fr Gerard J McGlone SJ, PhD, a Research Fellow at the Berkley Centre for Religion, Peace and World Affairs.

The training provided is not intended to be a “top down” approach. Prior to the workshops, site visits were done and staff interviewed. Fr McGlone told The Catholic News, “The focus of this pilot is to hear from those on the frontlines, their voices, their concerns. Their experiences will determine the length, breadth and depth of everything.”

The trauma team will accompany teachers in managing their personal and pastoral trauma.

The duration of the pilot will be guided “by what is discussed, discovered and revealed”. Fr McGlone said the reality is complex and complicated, and cannot be solved with simple, easy solutions.

“It is a systematic set of issues that require some type of response which is data driven and data based,” he stated. There has to be a “long-term commitment and journey.”

Workshop takeaways

Participants at the workshops generated “takeaways” and follow-up actions. Among the insights was the recognition of the pervasiveness of trauma. Teachers and students experience trauma, and there was the recognition of the need to create an environment that is empathetic and “trauma-aware”.

A suggestion was made for schools to consider hosting regular sessions for teachers on identifying trauma in students and themselves and integrating awareness sessions with families. These can build a supportive, community-based approach to trauma.

Another insight was the “necessity of trauma-informed perspectives”. Using a “trauma lens” can shift reactions from “what is wrong with you?” to understanding “What happened to you?” This approach was viewed as a foundation for healthier teacher-student interactions.

Proposed actions: implementing trauma-informed care training; using case studies and practical applications can reinforce the paradigm shift. Integrating phrases and approaches (e.g., trauma-sensitive questioning) into regular practices can help normalise this shift.

Another recommendation was using community and holistic healing approaches. This would involve input from family, teachers, administrators and support staff as the holistic approach was seen as essential for lasting change. Community-building activities involving the students, teachers and parents would be beneficial for the schools. A “community-focused approach” to healing could be fostered through support groups, workshops and events for family.

Other suggestions included creating safe and supportive environments— establishing quiet, calm, well-equipped spaces where students can talk with trusted adults, schools being zones free of gang influence, enhanced security and policing where necessary; mental health support through identifying and responding to trauma; personal development and staff support; specialised programmes and activities—development of non-sport-based extracurricular activities to cater to a broader range of interests, helping students manage trauma through creative and expressive outlets and annual retreats focused on dealing with personal and collective traumas.

The key finding across studies in trauma is that children build resilience in the face of their realities in and through a mentor, a teacher who cares and other healthy relationships such as with an “auntie” or “granny” and even supportive peer relationships. “Healing occurs in and through relationships. Hope is very real,” Fr McGlone said.

Survey findings

The survey conducted estimated that 457,000 people accessed Catholic-based services directly or indirectly. It revealed different types of trauma across different age groups with the most impacted being children ages 12-19 and pre-teens aged 0-11.

The main sources of trauma were sexual, physical, or emotional abuse. Neglect and bullying were the causes of trauma for children in the school setting.  Symptoms of trauma were listed under five major categories: depression, suicidal thoughts, low self-esteem, acting out, and self-harm. Other symptoms displayed: rage attacks, promiscuity, substance abuse, sex/pornography addictions, anxiety, insomnia, and psychosomatic disorders.

School-age children showed depression, suicidal ideation, and low self-esteem. Symptoms can have a negative effect on learning and ability to build healthy relationships.