With trauma being prevalent among children, it is likely that many students have experienced or will experience trauma. Additionally, it may be difficult to determine which students have access to adequate protective factors (factors that buffer the negative effects of trauma). Therefore, this program seeks to promote protective factors on a universal level. Lastly, the regulation-based activities discussed can help all students reach an optimal brain state for learning.

Traumatic environments and experiences (i.e., parental separation/divorce, pandemics, bullying, discrimination) are prevalent among children and can impact school performance and behavior. When a child experiences trauma, they are often in a survival/fight-or-flight mode. The strategies reviewed in the program focus on regulating the fight-or-flight response, which can have a positive impact on academic performance, classroom behavior, and the student-teacher relationship.

A child who has experienced trauma may be in a heightened state of arousal at school, making it difficult to participate in school-related tasks. By creating environments and routines that are rooted in connection, safety, and regulation, students may be able to attend school-related tasks more successfully, requiring less teacher redirection. Additionally, the program reviews strategies for teachers to utilize to meet their own self-regulation needs.

to learn more about how occupational therapists can help this population.