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H ANDOUT 10: G UIDING QUESTIONS FOR POLICIES AND PROCEDURES 1
School leaders
10. G UIDING QUESTIONS FOR POLICIES AND
PROCEDURES
Trauma-sensitive schools establish policies and procedures that align with trauma sensitivity, which include policies related to discipline practices, communication with students and families, and safety procedures. Policies and practices are reviewed regularly to ensure alignment with the mission and goals of a trauma-sensitive school. Schools look to eliminate practices, such as the following, that could re-traumatize students and families:
■ Rigid, punishment-driven environments ■ Harsh discipline practices that mimic abusive experiences for youth ■ Crisis intervention practices or emergency procedures that further traumatize students ■ Communication with parents and community partners that disregards student and family privacy and confidentiality ■ Disrespectful treatment of students and families ■ Diminished student and family voice ■ Policies that minimize choice and control ■ Seclusion and restraint
Discipline
For students affected by trauma, traditional school discipline practices that include harsh language, negative interactions, and removal from the community may mimic traumatic experiences, trigger trauma-related responses, and reinforce the belief that adults are not predictably safe and trustworthy.
Guiding questions
- What is our primary approach to discipline?
- How effective is this approach for students exposed to trauma?
- How does our approach to discipline align with the core principles of trauma sensitivity (i.e., trauma awareness; safety; choice, control, and empowerment; relationship driven; culturally competent; collaborative; holistic)?
- How do our discipline policies and practices facilitate or hinder student, family, and staff well-being? For example, are there practices that could be re-traumatizing to students and families?
- Who is involved in developing discipline policies and procedures?
- What do we need to do differently to ensure a trauma-sensitive approach?
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Trauma-sensitive discipline practices
■ Engage in proactive planning. ■ Identify the reasons behind behaviors. ■ Hold students accountable but in clear, understandable, and respectful ways. ■ Implement positive behavioral supports. ■ Minimize isolation and disconnection from the community. ■ Use restorative approaches. ■ Model respectful, nonviolent relationships and restorative practices.
Communication
Trauma-sensitive schools establish communication policies that consider the potential impact of trauma on students and families. In all cases, how information is communicated is as important as what information is communicated and can make a critical difference in whether a situation escalates or becomes a learning opportunity.
Guiding questions
- How do we currently consider trauma as it relates to our communication policies and procedures?
- How does our approach to communication with students and families align with the core principles of trauma sensitivity (i.e., trauma awareness; safety; choice, control, and empowerment; relationship driven; culturally competent; collaborative; holistic)?
- How do our communication policies and procedures facilitate or hinder student, family, and staff well-being? For example, are there practices that could be re-traumatizing to students and families?
- Who is involved in developing communication policies and procedures?
- What do we need to do differently to ensure a trauma-sensitive approach?
Trauma-sensitive communication practices
■ Maintain privacy and confidentiality in all communication with students, parents, and community partners. ■ Communicate information in clear language. ■ Communicate information in the family’s home language. ■ Ensure all communication processes are respectful of students and families. ■ Consider potential trauma triggers for families in all communication (e.g., letters home, calls, meetings and conferences). ■ Create formal structures for family feedback. ■ Develop trauma-sensitive processes for communicating with families regarding difficult issues, such as filing abuse and neglect reports or discussing their child’s trauma-related difficulties.
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References
Cole, S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Creating and advocating for trauma- sensitive schools. Massachusetts Advocates for Children. Retrieved from https://traumasensitiveschools.org/tlpi-publications/download-a-free-copy-of-a-guide-to- creating-trauma-sensitive-schools/
Cole, S. F., Greenwald O’Brien, J., Gadd, M. G., Ristuccia, J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn. Massachusetts Advocates for Children. Retrieved from https://traumasensitiveschools.org/tlpi-publications/download-a-free-copy-of- helping-traumatized-children-learn/ Guarino, K., Soares, P., Konnath, K., Clervil, R., & Bassuk, E. (2009). Trauma-informed organizational toolkit for homeless services. Rockville, MD: Center for Mental Health Services, SAMHSA.
