Myth-Busting: Dispelling Common Misconceptions about Trauma-Informed Teaching Practices
Trauma-informed teaching is more than a buzzword in education; it’s a framework that recognizes the impact of trauma on students’ lives and how it affects learning and behavior. Despite growing awareness, several myths persist about what trauma-informed education is and isn't. Let’s debunk some of these misconceptions with insights from experts, providing educators with a clearer understanding of what it means to implement trauma-informed practices in schools.
1. Myth: Trauma-Informed Teaching is All About the ACEs Score
One of the most persistent myths is that trauma-informed education revolves solely around Adverse Childhood Experiences (ACEs) scores. While ACEs are an essential part of understanding trauma, focusing exclusively on them can limit our view of what students might be experiencing. Research shows that the more ACEs a person experiences, the higher their risk of negative health and educational outcomes, but ACEs scores don’t capture the full picture of a child's life.
According to Dr. Linda Darling-Hammond, President and CEO of the Learning Policy Institute, "It's not just the number of traumatic experiences a child has been exposed to but the context in which those experiences take place that matters." Educators need to be aware of a broader range of factors such as racial bias, poverty, and community violence that contribute to the stress children face. Trauma-informed practices require an understanding that many of these influences are systemic and often outside of the child’s control.
Statistics to Note:
More than 60% of children in the U.S. have been exposed to violence, crime, or abuse in their homes, schools, and communities.
Black and Hispanic children are disproportionately affected by poverty and bias, creating a compounding effect on the stressors they experience in school.
The key takeaway: ACEs are just one tool. Trauma-informed teaching acknowledges the wider social and environmental factors that affect students’ well-being.
2. Myth: You Need a Student’s ACE Score to Offer Effective Support
Another common myth is that educators must know a student's ACE score or trauma history to provide the right interventions. This simply isn't true. Trauma-informed practices are about creating an environment that supports all students, regardless of their known trauma history.
In her work, trauma-informed educator Karen Gross emphasizes that trauma-informed education is more about adopting a mindset rather than applying a specific intervention for each child based on their trauma history. As Matthew Portell, founder of Trauma-Informed Educators Network, notes, "Being trauma-informed is a daily mindset shift for educators. You don’t need to know a child’s exact ACE score to provide a safe, nurturing space for learning."
Rather than focusing on diagnostic labels or past experiences, trauma-informed teaching emphasizes the creation of a safe, predictable environment where students feel heard, valued, and respected. Strategies like creating a calm classroom environment, teaching emotional regulation skills, and developing trusting relationships can be implemented universally.
Expert Tip: Dr. Bruce Perry, a leading expert on trauma and the brain, highlights that "positive, predictable, relational environments are among the most powerful factors in helping students recover from trauma and thrive academically."
3. Myth: Trauma-Informed Teaching is About 'Fixing' Kids
One of the most damaging myths is the idea that trauma-informed education is about "fixing" broken children. This mindset is not only inaccurate but can be harmful. Trauma-informed practices are not about seeing students as "damaged goods" or taking a deficit-based approach.
Trauma can impact how students think, behave, and interact with the world, but these effects can be mitigated with the right support. Importantly, the focus is on changing the environment and systems to better meet students’ needs, not on changing the children themselves. As Monica Washington, a teacher and coach at BetterLesson, explains, "Kids are not broken. Some of the systems around them are. Trauma-informed education is about empowering students and changing those systems to help them succeed."
By recognizing and addressing systemic issues—such as inequity in school discipline policies or a lack of resources in underfunded schools—trauma-informed education becomes a tool for social justice. Schools can become places of healing and resilience-building, not just survival.
4. Myth: Trauma-Informed Means No Consequences
A prevalent misconception about trauma-informed practices is that they involve excusing poor behavior or eliminating consequences. In reality, trauma-informed education is about creating clear, consistent expectations and teaching students how to meet those expectations through positive reinforcement and restorative practices.
"Trauma-informed does not mean there are no consequences," says Dr. Ross Greene, psychologist and author of The Explosive Child. "It means we approach consequences in a way that helps students learn and grow, rather than in a punitive way that alienates them." Discipline should be seen as an opportunity to teach emotional regulation and problem-solving skills, not just a punishment for misbehavior.
For instance, restorative justice practices—such as peer mediation or restorative circles—can help students reflect on their behavior, repair harm, and restore relationships with their peers. This approach holds students accountable while fostering empathy, communication, and social-emotional growth.
5. Myth: A Dysregulated Adult Can Calm a Dysregulated Child
A crucial component of trauma-informed teaching is understanding co-regulation—the process by which adults help students calm down. However, the idea that a dysregulated adult can effectively calm a dysregulated child is a myth. In fact, the opposite is true.
"When a teacher is dysregulated, they are more likely to escalate a student's stress response," says Dr. Lori Desautels, an expert in educational neuroscience. "Educators need to practice self-regulation so they can model calming strategies for their students." Children often mirror the emotional states of the adults around them, so a calm, composed teacher can have a profound effect on the classroom atmosphere.
Practical Tips for Educators:
Implement mindfulness or breathing exercises for both students and staff.
Create a "peace corner" or calm space in the classroom where students (and teachers) can take a break to self-regulate.
Offer professional development focused on emotional resilience for educators to prevent burnout and help them stay emotionally present for their students.
6. Myth: Teachers Are Expected to Be Therapists
One of the biggest concerns teachers have about trauma-informed practices is the misconception that they are being asked to act as therapists. This myth is particularly problematic because it can cause teachers to feel overwhelmed and ill-equipped.
"Teachers are not therapists, and they’re not expected to be," said Dr. Suniya Luthar, a psychologist and researcher at Authentic Connections before her passing in 2023. "What we expect from educators is the creation of safe, stable, and nurturing environments where students feel supported." Trauma-informed teaching focuses on building positive relationships and promoting an emotionally safe space for learning.
Teachers are the first line of support but should work in tandem with school counselors, social workers, and other mental health professionals to ensure that students who need additional help get the care they require. Being trauma-informed means recognizing when a child might need extra support and knowing how to make appropriate referrals, but it does not mean teachers are expected to perform therapeutic interventions themselves.
7. Myth: Trauma-Informed Teaching is a Temporary Trend
As awareness of trauma-informed education grows, some educators worry that it might be a temporary trend. However, research suggests that trauma-informed practices are here to stay, not just because they address the impact of trauma, but because they promote better outcomes for all students.
According to a report by the Centers for Disease Control and Prevention (CDC), students in trauma-informed schools show improvements in attendance, academic achievement, and behavior. Trauma-informed schools also report reductions in discipline referrals and suspensions, as well as increases in student engagement and school connectedness.
Ultimately, trauma-informed education benefits everyone. It creates a more inclusive, supportive environment where all students can thrive, regardless of their background or personal challenges.
Final Thoughts: Moving Beyond the Myths
Trauma-informed teaching is not about labels, diagnoses, or applying a one-size-fits-all intervention. It’s about shifting the school culture to meet the needs of every student by fostering emotional safety, creating strong relationships, and teaching crucial life skills like emotional regulation and empathy. By dispelling the myths surrounding trauma-informed practices, we can better equip educators to support their students’ academic, emotional, and social growth.
As Dr. Nadine Burke Harris of the Burke Foundation, the former Surgeon General of California and a leading voice in trauma-informed care, once said, "Our job is not to treat the trauma but to recognize the` signs, provide support, and offer an environment where children can heal."
When educators understand that trauma-informed practices are about creating safe, predictable, and nurturing environments, they can play a pivotal role in helping students build resilience, succeed academically, and develop into healthy adults—regardless of the trauma they may have faced.
Additional Citations:
CDC: Preventing Adverse Childhood Experiences (ACEs). https://www.cdc.gov/violenceprevention/aces/index.html
Darling-Hammond, L. (2017). The Role of Education in Reducing Health Disparities. https://learningpolicyinstitute.org
Perry, B. (2019). The Importance of a Relational Approach in Education. https://childtrauma.org