Children’s exposure to family violence is a widespread problem. A National Child Traumatic Stress Network (NCTSN) survey found that interpersonal victimization primarily at home was the most prevalent form of trauma among children treated by Network mental health professionals. Research shows that trauma can negatively impact children’s ability to learn, form relationships, and function appropriately in the classroom. Trauma-sensitive school environments benefit all children—those whose trauma history is known, those whose trauma will never be clearly identified, and those who may be impacted by their traumatized classmates. This report developed by the Massachusetts Advocates for Children: Trauma and Learning Policy Initiative in collaboration with Harvard Law School and The Task Force on Children Affected by Domestic Violence proposes an educational and policy agenda to enable schools to be supportive environments where traumatized children can focus, behave appropriately, and learn. It translates complex research on trauma into educational terms teachers and schools can use. It provides a Flexible Framework—which can be adapted by any school—for creating an environment where children exposed to family violence can achieve at their highest levels.
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