07/22/19 — Trauma Informed Care for Educators

April 19, 2019 WKEC

Trauma Informed Care for Educators

July 22, 2019


WKEC Conference Center – Eddyville, KY

The Kentucky Department of Education feels that becoming trauma-informed should be an essential component of the overall mission of the education system. A trauma-informed school recognizes that trauma affects staff, students, families, communities, and systems. Trauma disproportionately affects students with disabilities.

In Kentucky, 1 in 5 children has been exposed to two or more traumatic events by the time they are 5 years old.   Therefore, most educators deal with children’s reactions to trauma, which can manifest as learning and behavior difficulties in the school setting. Schools serve as a critical system of support for children who have experienced trauma. Administrators, teachers, and staff can help reduce the effects of trauma on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom, and referring children to outside professionals when necessary.

To encourage Trauma Sensitive Schools, WKEC is pleased to present Trauma Informed Care for Educators. This is the first step in assisting your school in obtaining a “Trauma Sensitive Schools” designation.

It is HIGHLY RECOMMENDED that participants attend as school teams. Suggestions for teams include:   administrator, counselor, general education teacher, special education teacher, and any other pertinent staff that are enthusiastic and eager to serve as change agents, meet regularly, and introduce key concepts about trauma and its impact on learning to the rest of the staff in their school. Members should demonstrate a commitment to building trauma sensitive schools.

Research indicates the following outcomes when schools are “trauma informed”:


  • academic achievement and test scores
  • school climate
  • teacher sense of satisfaction and retention
  • graduation rates
  • community and family collaboration with school


  • student behavioral outbursts and referrals
  • stress for staff and students
  • absences, detentions, and suspensions
  • student bullying, harassment and fights
  • need for special education services and classes.

Upon completion of this training, participants will be able to: define and identify methods of measurement, collect and graph progress data, analyze, interpret and make instructional decisions about students and demonstrate the linkage between progress monitoring and writing present levels for annual goals.