Supporting child survivors of trauma at school: depathologizing behaviour and educating teachers

Childhood trauma is a substantial concern in our education system in Ontario, as it has \nbeen noted that approximately 32% (Afifi et al., 2014) to 36% (Findlay & Sutherland, 2014) of \nCanadian adults report that they were exposed to abuse as children. Trauma can have significant \nimpact on a child’s learning (Vasilevski & Tucker, 2016), behaviour (Greeson et al., 2014), and \nwellness (Roberts, Ferguson, & Crusto, 2013), and puts them at an increased risk of being \nretraumatized or further punished in schools due to the Western education system relying on the \nbehavioural model (Costa, 2017). A 450-hour social work practicum was completed with the \nMental Health Team at the Sudbury Catholic District School Board (SCDSB) as a partial \nrequirement of the Laurentian University MSW program. This practicum project report employs \nstructural and anti-oppressive social work perspectives and a trauma theory lens to undergo an \nexploration into: (a) what trauma-informed practices (TIPs) and primary models are used by the \nSCDSB to inform their practice in supporting students who have been exposed to trauma, (b) to \nwhat extent school-based social work in this setting reflects certain models that function to \nfurther harm child survivors of trauma, such as the behavioural model, and its relationship to \nunderstanding student experiences through the lens of trauma, and (c) how trauma theory can be \nused to establish alternatives to pathologization in regards to children within schools who have \nexperienced trauma. Trauma-informed professional development lunch-and-learns were \npresented to teaching staff in four schools as the intervention provided during this practicum

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