A Safe Place for All Students: The School Counselor's Role in Establishing Trauma-Sensitive School Environments

Introduction

Research suggests that one out of every three children and adolescents has experienced either an acute or chronic adverse childhood experience (ACE) (HRSA, 2020). Most recently, the onset of COVID-19 has introduced new trauma and has further intensified the impact of preexisting trauma (Bryant et al., 2020; Sanders, 2020). Thus, some researchers have even suggested that COVID-19 be considered an ACE due to its devastating impact on many children and adolescents (McManus & Ball, 2020).

In 2021, the Centers for Disease Control and Prevention administered the Adolescent Behaviors and Experiences Survey (ABES) to assess the effects of the COVID-19 pandemic on youth in the United States (U.S. Department of Health and Human Services/Centers for Disease Control and Prevention, 2022). The results indicated that over one third (37.1%) of high school students experienced poor mental health and nearly one fourth (44%) of high school students consistently felt sad and hopeless in the past year. The data from this landmark study also revealed that the pandemic has not impacted all students equally. More specifically, student populations that experienced inequities and disparities prior to the pandemic encountered greater risks associated with mental health, suicide, substance abuse, and racism during the pandemic (U.S. Department of Health and Human Services/Centers for Disease Control and Prevention, 2022). Due to barriers that exist with equity and access to mental health services, school is the primary source of support for many students who require mental health services (Carlson & Kees, 2013; Atkins et al., 2010). As a result, it is imperative that school counselors become familiar with how the pandemic impacted individual students as well as marginalized populations as a whole. This knowledge will assist school counselors with strategically developing effective, evidence-based trauma-informed practices to meet the diverse and unique needs of students from marginalized populations.

Trauma negatively impacts students’ academics and social/emotional well-being in schools (U.S. Department of Health and Human Services/Centers for Disease Control and Prevention, 2022; CDC, 2019). Since children and adolescents spend a significant amount of time at school, it is critical that they feel safe and comfortable to learn. When school personnel are able to establish trauma-sensitive environments, they can foster resilience, decrease the negative impact of ACEs (Herndon & Waggoner, 2021) and promote safety and comfort for all students (Chafouleas et al., 2016; Howell et al., 2019).

Thomas et al. (2019) contend that while there is no gold standard in regard to implementing trauma-informed practices, focusing on students’ strengths, implementing a mentorship program, and utilizing restorative practices are common in schools. Practices such as these foster resilience and avoid traumatization by making school a safe place for students. To further guide their work in regards to trauma-informed practices in schools, it is necessary for school counselors to become familiar with the revised ASCA Ethical Standards and revised position statements on “The School Counselor and Trauma-Informed Practice,” “The School Counselor and Multitiered System of Supports,” and “The School Counselor and Student Mental Health.” These resources will provide school counselors with a roadmap for developing a data-driven comprehensive school counseling program that is infused with culturally appropriate trauma-informed practices. When school counselors positively address students' social and emotional needs, they are better able to regulate their emotions and thrive during the school day (Howell et al., 2019; Taylor et al., 2017).