Design as the Missing Variable in Trauma-Informed Schools
Document Type
Book Section
Publication Date
2-1-2020
Publication Title
Supporting and Educating Traumatized Students: A Guide for School-Based Professionals
Publisher
Oxford University Press
Edition
Second
First page number:
343
Last page number:
358
Abstract
Trauma-informed school models are making important headway in the ability of properly trained and motivated teachers and staff to address the complex needs of traumatized students. However, there is a new and related avenue in the need for the school’s built and ambient environment to be able to support these trauma-informed practices and policies. This chapter provides context and insight to better understand the connection between the mental, emotional, and physiological responses of students with trauma histories and the built environment. With a theoretical lens of architectural psychology, the authors discuss how the physical environment may perpetuate students’ stress loads or, conversely, how school spaces can be thoughtfully designed so as to facilitate lower stress levels and increase perceived control and opportunities for reregulation, as well as support the teachers and staff implementing trauma-informed practices. The built environment can foster dignity, respect, and personal autonomy, which can support the development of self-regulation skills, healthy coping mechanisms, and, ideally, healing.
Disciplines
Education | Student Counseling and Personnel Services
Language
English
Repository Citation
Kopec, D.,
Harte, J.
(2020).
Design as the Missing Variable in Trauma-Informed Schools.
Supporting and Educating Traumatized Students: A Guide for School-Based Professionals
343-358.
Oxford University Press.
http://dx.doi.org/10.1093/med-psych/9780190052737.003.0019