Three effective ways to utilize trauma-informed practices as a school leader

Research indicates that a significant portion of children and teens, around 60 percent, go through adverse childhood experiences, such as bereavement, family member deployment in the military, or abuse and neglect. These encounters may lead to difficulties in school-related aspects like attendance, behavior, and academic performance. 

School connectedness could offer a solution, fostering a school environment where individuals who have faced adversity, including students and educators, feel a sense of belonging. Matthew Bowerman, an assistant principal specializing in trauma-informed education and the author of Heartleader: A Trauma-Responsive Approach to Teaching, Leading, and Building Communities, shared this insight with me. 

According to Bowerman, “Heartleading involves leading with love strategically to develop intervention-based strategies and supports focusing on academic and social-emotional, trauma-responsive success.” It’s crucial to recognize that trauma can manifest in a school setting, requiring administrators to foster awareness among staff that school might not feel safe for all students.

Leaders seeking to implement this approach can begin with three key steps described by Bowerman.