Abstract

Trauma serves as a negative response to certain horrific incidences that upsets a person’s
ability to cope leaving a devastating implication upon various aspects of the affected
individual’s life. Resilient responses tend to prevent complete absorption and overcome the
traumatic events experienced by most people. Nevertheless, some persons are not able to
appropriately respond or recover from experiencing pervasive abuse, neglect or violence;
natural disaster; or unexpected loss of a loved one. It is important to understand how it affects
students thus, this essay explores the implication of trauma on students’ academic performance
and behaviour while offering certain strategies that may mitigate the harshness of the
phenomenon.

Keywords: Trauma, Learning, Behaviour, Students, Cognition,

1.0 Introduction

Understanding the impact of Trauma on learning and behaviour of students is essential in

providing the necessary support for trauma affected students and creating an inclusive learning
environment. Adversity either from adverse childhood experiences, disaster or conflict can have
profound effects on student’s engagement in school both academically and socially. This
pervasive influence can impair cognitive functions, emotional and behavioural stability, social
interactions and academic performance.

As a result, this essay would elucidate the concept of trauma, learning, and behaviour, the
implication of the psychological phenomenon in student’s academics and behaviour and offer
strategies for educators to better support students experiencing trauma.

2.0 Understanding Trauma

Trauma refers to certain distressing events that overwhelms a person’s ability to cope thereby
leaving lasting impression on various aspects of their life. There are several types of trauma
based on the nature and duration of the traumatic experience of the particular individual. There is
Acute Trauma which results from single and extremely distressing events such as accidents,
assaults or natural disasters (SAMHSA, 2014). Chronic Trauma on the other hand comes from
lengthy exposure to stressful and lethal situations such as continuous abuse, domestic violence,
or severe neglect (Teicher & Samson, 2016). Furthermore, there is the Complex Trauma which
refers to exposure to several and varied traumatic events that are usually of an interpersonal
nature and which may occur over an extended period, and massively impacting an individual’s
sense of security and well-being (SAMHSA, 2014).

Several theories have been propounded to explain the trauma across many disciplines. The
Biopsychological Model proposed by Engel (1977) highlights the relationship between
psychological, biological, and social factors that shapes an individual’s response to traumatic
experience. The Neurobiological perspective on the other hand offers the explanation that
Trauma can alter brain development and functioning especially affecting regions that responds to
stress, emotion regulation and memory (Teicher & Samson, 2016).

Furthermore, there is the Social-Cognitive Theories of trauma which place prominence on the
role of cognitive processes and social interactions in directing an individual’s response to
traumatic events. Bandura’s (1986) social learning theory stipulates that people learn behaviours
and coping strategies from observation and imitation of others. Connecting it with the discourse,
this theory posits that exposure to traumatic experiences may impact how individuals perceive
and respond to subsequent stressors based on their cognitive faculty and learned responses.
Finally, the Development Psychopathology Perspective concentrates on the way childhood
experiences, including trauma, shape developmental trajectories and psychosocial outcomes
across the lifespan.

3.0 Impact of Trauma on Student Learning and Behaviour

Trauma largely affects student’s ability to learn and excel academically because it covers such
aspects as cognitive, emotional and behavioural dimensions. The following effect of trauma on
students have been highlighted in this essay;

1. Poor Academic Performance

Trauma-exposed students showcase poor academic performance, low reading achievements,

decreased Intelligence Quotient (IQ) and lower Cumulative Grade Point Average (CGPA). This
is because undergraduates exposed to trauma may suffer difficulties in concentrating on
assignments, processing information efficiently, and organizing their thoughts, all uniting to
hinder their academic performance. Consequently, they face the risk of academic
underperformance, being school dropouts, and reduced opportunities for future success.

2. Low Attendance and Engagement

Students who suffer from traumatic stress are usually detached from academic engagements and
would usually evidence their situation through decreased school attendance which is a measure
of their academic activities and contribution.

3. Implication on Cognitive Functioning

Studies indicate that trauma exposure can damage cognitive reasoning that are important for
learning, such as attention, memory and executive functioning (Teicher & Samson, 2016). They
may face difficulties in concentrating on tasks that demands mental power, processing
information efficiently, and organizing their thoughts which can affect their academic
performance as stated above.

4. Impact on Emotions

Traumatic experiences inevitably invoke emotional distress and dysregulation that impede with
student’s engagement in their learning process. Feelings, such as anxiety, sadness or fear create
obstacles to effective learning, dampening motivation and class participation and overall
academic performance.

5. Social Detachment and Peer Interaction

Trauma can impact students’ social interactions and relationship with their peers culminating in
societal withdrawal, solitude and difficulties in forming confidential relationships (SAMHSA,
2014). These social challenges may arise from feeling of distrust, fear of weakness, or a sense of
estrangement

6. Disruptive Behaviours

Students affected by trauma may react aggressively, defiantly or withdraw emotionally as coping
mechanisms to perceived threats or stressors. Behavioural manifestations of trauma, such as
disruptions in classroom behaviour, academic engagement, or adherence to rules and norms, can
pose challenges in educational environments (Perfect et al, 2016). Students may struggle with
giving the required attention which can impact their learning and overall classroom dynamics.

7. Low Self Esteem

Trauma may culminate in low self-esteem and lack of confidence in academic capacities.
Students who have experienced trauma may question their ability to succeed. and, as a result,
become increasingly less motivated to engage in academic tasks. This tends to serve as a
reinforcement mechanism for the negative lens through which they see themselves.

8. Defective Communication and Language Skills

Trauma may have negative impact on language development and communication skills. Students
exposed to trauma may experience delay in their ability to learn new languages and have trouble
in expressing themselves verbally. This has an adverse impact on reading and comprehension,
writing, and engaging in classroom discussions.

4.0 Strategies for Supporting Traumatized Students in Classroom

Create and maintain a safe and supportive learning environment, including a sense of belonging.
Develop emotional support and management plans for the student. When creating or developing
trauma-informed environments in which to educate students with a history of victimization or
trauma, it is imperative that all guidelines for Trauma-Informed Care are followed. I.e., Safety,
trustworthiness, choice, collaboration and empowerment need to be adhered to in every contact
with the student.

Families also play an important role in supporting traumatized students. By collaborating with
families to understand the unique needs of individual students as well as engaging families as
part of the educational process will truly increase the support system of the student.

Communities provide resources that can further assist within trauma intervention and support
(e.g.- counseling services, support group etc.). Moreover, providing students with resilience and
coping skills is essential in assisting them to navigate the challenges that comes with trauma.
Teachers and lecturers can help develop these skills through activities such as mindfulness
practices, social-emotional learning programs, and providing opportunities for self-expression.

6.0 Conclusion
This paper has shown that trauma have numerous negative impacts on student learning and
behaviour. The effect of trauma on students include poor academic performance, low frequency
of school attendance, impairment of cognitive functioning in the classroom, inability to form
healthy relationships with tutors and other adults, emotional distress, and social withdrawal. In
addition, they may display disruptive behaviours, low self-esteem, and communication
difficulties. This paper therefore recommends amongst other things, the implementation of
trauma-informed practices in educational settings to mitigate these effects and cultivate a
supportive learning environment.

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Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-
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Substance Abuse and Mental Health Services Administration. (2014). Trauma-Informed Care In
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Teicher, M. H., & Samson, J. A. (2016). Annual Research Review: Enduring Neurobiological
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