IMPACT OF STUDENT TRAUMA ON ACADEMIC ACHIEVEMENT 2
Impact of Student Trauma on Academic Achievement
Jalen McGhee
School of Education, Liberty University
Author Note
Jalen McGhee
I have no known conflict of interest to disclose.
Correspondence concerting this article should be addressed to Jalen McGhee
Email: [email protected]
Abstract
Student trauma is one of the most factor in one’s academic performance. This paper examines the multifaceted effects of trauma on students’ cognitive development including their emotional well-beings and social interactions. It emphasizes how trauma affects attention, memory which leads to challenges in learning and academic performance. This comprehensive approach is essential for creating equitable and inclusive educational assistances that supports all students from different backgrounds in achieving their full potential.
Impact of Student Trauma on Academic Achievement
Trauma is response to an event that is destressing. Students can experience different types of traumas such as neglect, abuse, violence, or death. Students who are exposed to some form of traumatic event in their lives often see a decline in their academic achievement leading to low standardized test scores, high rates of school dropouts, and an overall negative impact on their mental health. Stratford et al. (2020) state that the correlation between student trauma and low academic performance can be a sign of post-traumatic stress. Trauma can be a stressful experience that impacts those involved with the inability to process what they’ve experienced which hinders overall academic performance (Kraemer-Holland, 2020). In the United States, particularly in urban communities, some traumatic events can be sexual abuse, domestic abuse, gun violence, addiction, and natural disasters. Experiencing these events can start a chain effect of negative emotions and reactions that can last their entire lifetime when not addressed. Students don’t have to experience a traumatic event directly. For example, someone can witness a horrific event or watch a traumatic event on social media, or someone can tell horrifying details about a traumatic event. Unaddressed trauma affects the development of the brain especially in the areas of learning and memory. Traumatized students struggle with maintaining focus in the classroom which effects their ability to concentrate on their schooling (Berger, 2019). In terms of memory and comprehension, trauma impacts the ability to process new information making it hard for students to retain information.
Types of Traumas
There are many different types. For example, abuse and neglect. Abuse and neglect can be in forms of emotional and sexual abuse which is major source of trauma that students experience which can impact their self-worth. Student who are exposed to domestic violence at a young age can become problematic as they become older. Ramos-Salamanca et al. (2021) states that children who are exposed to domestic issues can lead to emotional problems and schools can be an outlet for students who are experiencing this specific trauma causing their academic performance to increase.From domestic violence, there is community violence. Students who live in an unsafe environment or witnesses’ violence can cause chronic stress which hinders their overall mental health. Another form of trauma that school leaders and teachers forget is the loss of a loved one or separation which can lead to feelings of guilt, and abandonment.
Addressing student trauma necessitates the implementation of frameworks and procedures. Research by Berger et al. (2020) indicates a lack of teacher training in assisting students who have experienced trauma. School leaders have developed strategies and established frameworks for creating trauma-informed schools. According to Anderson et al. (2021), in order for schools to be trauma-informed, they must prioritize positive student-teacher relationships, effective restorative justice procedures, and mental health resources for all members of the school community, including parents, teachers, and stakeholders. Collaborative efforts among school leaders, teachers, and students are crucial in creating a trauma-informed environment where students can thrive both in the classroom and in their communities. The establishment of a positive trauma-informed school environment depends on teachers receiving professional development training in the field. Such training equips teachers to create a trauma-sensitive atmosphere that promotes emotional safety for everyone involved. The transition to trauma-informed schools is vital in addressing students who have experienced trauma and has the potential to transform the school’s culture positively.
To be trauma-informed, schools must prioritize six principles: safety, trustworthiness, transparency, peer support, collaboration, and mutuality (Gray et al., 2024). The completion of professional development training by teachers on student trauma signifies a positive step (Morton, 2022). Providing students with a safe and supportive environment where students feel valued, have teachers collaborate with each other to create learning strategies to accommodate the needs for traumatized students.
Another essential step in addressing student trauma is establishing strong and positive classroom management. According to Miller et al. (2022), having clear and high expectations can reduce classroom disruptions, and teachers can also implement reward systems. Effective classroom management is beneficial for teachers and students alike, leading to more effective learning and increased academic achievement. Another key strategy is creating trauma-informed classrooms. Having trauma-informed classrooms means that teachers can create a student- centered environment. They can be mindful and become aware of the sensory needs of those affected by trauma. For example, providing headphones to cancel out noise, use dim lights and becoming cautious of loud noises. Teachers can also connect with their students on a deeper level. By doing this, teachers can consistently reinforce positivity and encourage students to express themselves inside the classroom and out the classroom. Lastly providing academic support can help increase academic achievement to everyone in the school. Tutoring programs can boost confidence and address student’s academic needs. Berger et al. (2020) states that providing mentorship programs in schools is an outlet for students to offer guidance have access to positive role models.
With implementing these practices, schools have seen positive changes in their student’s behavior. Encouraging of self-awareness skills and mindfulness has help students express themselves in a positive way. Kraemer-Holland (2020) states that when students are mindfulness, they embody an attitude that stops judgmental and creates compassion. In classroom, mindfulness can be yoga, meditation, and even brain breaks. The research question that aids this literature review is: What impact of student trauma have on academic achievement?
Definition of Key Terms
1. Classroom management – Strategies implemented by teachers and school leaders to create a positive and successful learning environment (Morton, 2022).
2. Mindfulness- State of spirituality, self-reflection, and compassion (Kraemer-Holland, 2020).
3. Motivation- State of having goal driven behavior (Saleem et al., 2021).
4. Racial stress- Effect of racism on ones mental and physical health (Saleem et al., 2021)
5. Trauma- A dangerous, or violent event that causes psychological harm to someone’s life (Kraemer-Holland, 2020).
6. Trauma-informed teaching- strategy used by educators and schools to better assist students who’ve experienced a traumatic event ((Miller et al., 2022)
Related Literature
School Counselors
With trauma-informed schools, comes the need for school counselors. Howard et al. (2021) suggests that to understand the work of school counselors must identify the different categories of practices and specific areas they would prioritize. For example, the role school counselors play into trauma-informed settings, and what strategies they need to engaged students. To better assist students who’ve experience trauma, school counselors can collaborate with school leaders and teachers to create positive school culture, help promote safe relationships with their peers, collaborate with community to create resources for students, and lastly promote a trauma-sensitive, policies and procedures for the entire school. A trauma-informed school is a school where everyone including students feel save and supported. With the guidance of school counselors, they can help create a school into a supportive and safe environment for all.
African Americans
African American students face challenges that can significantly impact their educational experiences. Racial discrimination and community violence are just a few events that affect the community and causes trauma. Understanding trauma that is experienced by African American students and the effects it has on their academic achievement is important with creating support systems.
Race-based traumatic experiences, particularly within the African American community, are often overlooked. This stress can be severe and lead to potentially fatal consequences or threaten one’s psychological well-being (Saleem et al., 2021). Racial trauma can also result in unfair treatment practices against students of color, especially in educational settings. Students dealing with racial trauma may experience symptoms of post-traumatic stress, such as depression, anger, and low self-esteem. Students from racially marginalized groups are at a higher rate of disproportionate exposure to adverse childhood experiences. According to Saleem et al. (2021), 62% of African American children reported to have at least one adverse childhood experiences in their life. African Americans and Latinx population are highly exposed to race related stress. With the combination of race related stress and trauma may increase the risks for psychological and academic mishaps from those in racially marginated groups.
In classrooms, there is a high number of African American boys causing disruptions, and teachers may not have the proper tools to address these behavioral issues, leading to students receiving office referrals and experiencing added stress. To handle the situation better, teachers should remain calm and use trauma-informed strategies to assist the specific student in need instead of resorting to disciplinary action.
Latinx Population
Like the African American population, the Latinx population is another large ethnic minority group has who experienced trauma. Ramos-Salamanca et al. (2021) states that Latinx youth especially boys are at higher risk of exposure to violence than their white peers. Community violence includes examples of robbery, shootings, stabbings, and physical assault. Being exposed to violence have led a downward spiral of emotional and behavioral difficulties. According to Ramos-Salamanca et al. (2021), 96% of children in Latinx population have been exposed to some form community violence. Furthermore, 87% have been witnesses to violence. Because of the unaddressed trauma in the Latinx population, Latinx youth has shown higher rates of high school dropout rates, low graduation rates and academic achievement.
In urban communities, the likelihood of being exposed to various risk factors is closely tied to the environmental conditions within the community itself. Specifically, factors such as unstable households and involvement in delinquent peer groups can significantly influence individual behavior, as it is widely recognized that most behavior is learned through social interaction. These social interactions, heavily influenced by cultural factors, play a crucial role in shaping an individual’s cognitive development.
Learning Theory Association
Student trauma has a significant impact on student learning, emotional well-being, and cognitive function. Coupal (2004) states Constructivist Learning Theory is the role of experiences shaping the understanding of learning through experiences. Constructivist Learning Theory has principles that helps with student learning environments.
Active Learning
With active learning, trauma can disorder student’s ability to interact actively with their learning environment. Constructivist theory explains the need for active engagement, but students who have trauma, find it hard to fully engage in the learning process.
Social Interaction
Social interactions are a major component in shaping one’s development. Social interactions can help students collaborate with each other in their communities and in the classroom. Students dealing with trauma, can find it hard to talk to their peers and maintain positive relationships (Miller et al., 2022).
B.F. Skinner
Using behavioristic strategies, can help students in the long run. Student who displays behavioral problems require more assistance especially those who’ve experienced trauma. B.F. Skinner’s behaviorism focuses on how individual learns through interactions with their environment (Schlinger, 2021). For children who’ve experienced or experiencing trauma, behaviorism strategies can be applied by using Positive Behavior Support which are strategies that help decrease behavioral problems in students. Teachers can use positive reinforcement. For example, teachers can praise students for doing what is right and other students can learn from what they’ve seen and mimic that behavioral. Teachers can also use negative reinforcement which can increase students’ motivation and reduces students’ stress (Bulathwatta & Lakshika, 2023). Though students learn behavior from interactions with their peers, they also learn from their culture.
Lev Vygotsky
It is important to remember that trauma intersects with culture, race, gender, and language in various ways. Cultural awareness and responsiveness are crucial in addressing student trauma. For instance, in urban communities with limited resources, there is often more gang and drug activity. Children growing up in these environments may imitate what they see. Lev Vygotsky believed that children’s cognitive development is greatly influenced by cultural and social factors, and that their community plays a vital role in their development (Ivich, 2024). As a result, students who have been exposed to community violence or gang-related activities may join these gangs because that is what they have seen in their culture causing to have negative impacts on their mental health and low academic achievement.
Gaps in Research
Despite the research how student trauma influences academic achievement, there is still more research that is needed to be done. Future studies should include the relationship between post-traumatic symptoms and students’ behavior across all grades (Cruz-López et al., 2024). Though schools are primary focus on violence, Southern states should focus on students who have experienced natural disasters. Studies should data on how natural disasters can impact student performance in the classroom. Howard et al. (2021) states that need for the school counselors is vital for students who’ve experienced some form of trauma. They continue to state that future research can investigate student trauma to further help school counselors become trauma informed.
Biblical Worldview
When teachers are equipped with comprehensive training to support students who are grappling with trauma, it not only enhances their educational experience but also fosters a deeper spiritual connection. This, in turn, can infuse newfound significance into their overall learning and lives. The King James Bible (1769/2017) states, “There was a man sent from God, whose name was John.” In a similar vein, teachers can be likened to John as they are entrusted with guiding their students and providing them with a sense of purpose. Teachers are driven by their “Why” – their purpose – and play an unparalleled role in society by imparting a sense of direction, setting the stage for success, and igniting inspiration within children.
Conclusion
It is evident that unaddressed student trauma can have far-reaching negative effects on a student’s well-being and academic success. Teachers play a vital role in trauma-informed schools by fostering positive relationships with their students and gaining a deeper understanding of their individual needs. These relationships are pivotal for students who have experienced traumatic events, as they seek to feel safe, supported, and welcomed in the educational environment. By nurturing such connections, teachers contribute to the development of a positive classroom culture, ultimately leading to the success of students in their academic endeavors. It is imperative for educators and educational institutions to recognize the significance of addressing student trauma and to prioritize the establishment of supportive relationships as part of creating a nurturing and conducive learning environment.
References
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