Trauma-Informed Training Now Open to All
The free program was originally created for educators but is now available to all supportive adults.
Trauma-Informed Training Now Open to All
The free program was originally created for educators but is now available to all supportive adults.
It was a small breakthrough, but a breakthrough, nonetheless.
For weeks, a Cincinnati teacher observed a student who came to school each morning looking angry. The girl was always alone, most likely because her sullen expression discouraged other kids from approaching her. She never spoke, but her face clearly communicated her unhappiness.
The teacher made it a point to greet the girl with a smile every day, look her in the eye and say she was happy to see her. If she seemed particularly angry, the teacher would just smile and wave.
Months went by. Then one day, the student took the initiative and greeted her first. “I was so excited,” she said, “My efforts to connect with her had succeeded. Since then, this behavior change has been good for both of us.”
This success story, small as it might be, is brought to you by Supporting Children and Youth Experiencing Trauma, a training program designed by the Mayerson Center for Safe and Healthy Children in partnership with the McKinsey Health Institute (MHI).
The program, which was piloted in 2020 and 2021 with Cincinnati Public Schools, Princeton, Northwest Local School District, and Hamilton County Educational Service Center, was originally intended to help educators develop trauma-informed skills to better connect with students and help them thrive.
This year, the Mayerson Center has opened the program to all supportive adults—parents, grandparents, coaches, caregivers, piano teachers, pastors and other community members—who interact with children.
Says Sachika Singh, a clinical research coordinator in the Mayerson Center, “The program is online and consists of four one-hour training sessions that you can take at your own pace and apply the skills you learn right away. And best of all, it’s free.”
Filling a Need
Through the years, healthcare professionals and educators have come to the Mayerson Center asking for help in understanding Adverse Childhood Experiences (ACEs) and their impact on child development and behavior. The demand for information continued to grow to the point where staff couldn’t keep up with requests, so they decided to formalize a training program with MHI’s help about the effects of trauma and how to mitigate them.
“There’s such a high rate of staff turnover in schools right now, due to educator burnout,” says Sachika. “Studies show that challenging student behaviors and not knowing how to support struggling families was a major factor in teachers’ decision to leave the profession.”
The Supporting Children and Youth Experiencing Trauma training program focuses on a trauma-informed approach to connecting with kids. It’s designed to promote an environment of safety, empowerment and healing.
“There’s a misconception that trauma is not that common and that we’re making all these changes for a really small group of people,” says Sachika. “Even if that were true, every person has value and deserves to have good life experiences. But the truth is, trauma is incredibly common.”
We all have stress in our everyday lives, but when that stress is prolonged and not countered by protective factors—like strong coping skills or a connection to someone who can restore a sense of safety—it becomes toxic, affecting our sense of well-being and development. In fact, prolonged exposure to toxic stress rewires parts of the brain that govern decision-making, impulse control and how emotions are expressed.
“Research shows that kids who have had positive experiences have better outcomes than those who have had neutral experiences,” Sachika explains. “So, our program focuses not only on trauma prevention but on building resilience.”
Another misconception is that trauma always stems from something catastrophic, like physical abuse or neglect. But that isn’t always the case.
“Sometimes, positive events are traumatic,” says Sachika. “For instance, a little boy started exhibiting a lot of difficult behaviors at school, and nobody knew why. Part of our training emphasizes reaching out to the child’s family to work together on solutions. It turned out that the family had just welcomed a new baby and the little boy was feeling left out. He needed his parents and teachers to connect with him and restore his sense of importance and belonging. It was a good reminder that even small stressors can be difficult for young children to handle and taking the time to understand can make a huge difference.”
A Distinctive Difference
A few other trauma-informed training programs are available online, but most of them charge a fee. This can be a major barrier for school systems and individuals. The other barrier is time. But since the Supporting Children and Youth Experiencing Trauma training program is free, has no live component and is completely self-paced, it is accessible at the learner’s convenience. It is also available in Spanish and Czech, and it has been endorsed by the National Council for Mental Wellbeing, the National Child Traumatic Stress Network, MindUP for Life, the National Center for School Mental Health and others.
Since the training was launched, nearly 6,000 people have requested to enroll in it. Of those who have completed the course, 96% report that it was a good value for the time spent, and 93% say they would recommend it to their peers. In addition, 80% say they have more confidence in supporting students who are experiencing trauma upon completing the course.
“Since we’ve opened up the training to a broader audience, we’ve really gained traction,” says Sachika. “We know we can’t prevent trauma entirely, but we can reduce its impact and build resilience, which will promote positive health outcomes and stronger kids.”
To learn more about the program, visit Strong Resilient Youth | Trauma-Informed Training.
What People Are Saying About Supporting Children and Youth Experiencing Trauma
"I am preparing to teach a girl who came as a refugee from Ukraine, and after completing this course, I am beginning to understand her behavior. Colleagues who taught her last year described her as unmanageable because her behavior does not correspond to her age: she behaves like a kindergarten child and is aggressive. While taking this course, I realized her behavior is likely a symptom of trauma."
—Educator, Czechia (Czech Republic)
"An elementary student was placed in foster care due to the arrest and hospitalization of her mother who struggles with mental health and substance abuse issues. That same week her grandmother died, and her great-grandmother was hospitalized for COVID-19-related issues. Her outbursts were so severe she would often have to be removed from the classroom. Creating a safe space for her to express her emotions was essential. After the yelling, screaming and tears; she talks, and I listen. On a good day, we are able to move past the trigger and dig a little deeper. Always having a safe space to express herself and her pain acknowledged is a priority."
—Educator, Cincinnati
"I am a social worker at a primary school who provides psychotherapy. The trauma-informed approach makes a lot of sense to me; it is comprehensive, and I apply it practically all the time, because even if the child or family did not necessarily experience trauma, this approach is sensitive and respectful to both me and them. Thanks to this training and approach, I am able to work well with families and children."
—Social worker, Czechia (Czech Republic)
"A student that has had an immense amount of trauma in her life has an almost daily need for individualized attention. At times, it is difficult for me to realize, recognize and respond in a way that is helpful and understanding of her situation. I was able to stop and become aware of how I was feeling about her behavior, take several breaths and pause before responding to her needs. By reframing the situation, she was able to see that her expectations of others are not always realistic or reasonable. We continue to work on how she can be a friend to others versus expecting them to be ever present and aware of her needs. This child is also involved with other service providers."
—Educator, Cincinnati