Understanding and Responding to Childhood Trauma in the Classroom

Author

• Kara L. Ganzer, Concordia University - Saint PaulFollow

Date

8-8-2026

Document Type

Thesis

Degree Name

Master of Arts in Human Services: Emphasis in Trauma, Resilience, & Self-Care Strategies

Department

Human Services

First Advisor

Ryan Chukuske

Second Advisor

Jerrod Brown

Abstract

This capstone explored childhood trauma as a significant public health and educational issue because of its widespread impact on children’s development, learning, behavior, and educational experiences. A review of the current literature was conducted to examine adverse childhood experiences (ACEs), the neurobiological and developmental effects of childhood trauma, its impact within educational settings, and the trauma-informed approaches for supporting students who have experienced adversity. The literature suggested that childhood trauma can disrupt brain development, executive functioning, emotional regulation, attention, memory, and stress-response systems, contributing to academic, behavioral, and social-emotional challenges within the classroom. Findings also highlighted the important role schools and educators can play in promoting resilience by creating safe, supportive, predictable, and relational learning environments. Trauma-informed classroom practices, including positive teacher-student relationships, co-regulation, de-escalation, restorative practices, predictable routines, supportive classroom environments, and strengths-based approaches, provide educators with practical strategies for responding to the effects of trauma while supporting student regulation, engagement, and learning. Although research suggests promising outcomes associated with trauma-informed education, continued research is needed to better understand its long-term effectiveness.

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