Do educators need to become therapists?

Educators are not therapists. And they aren’t supposed to become one. They are not supposed to fix trauma, nor are they supposed to recognize trauma.  BUT:

‘If you knew that Zoë has already had seven foster homes, if you knew that Luuk’s father is terminally ill, if you knew that Miranda is sexually abused by her uncle, if you knew that Daan and Ahmed are abused by their father, if you knew that Zachariah comes to school in the morning without breakfast, if you knew that. Would you understand that some children have difficulty at school? Would you consider examining the situation above through the perspective of trauma? Looking with a ‘trauma lens?’

What is a trauma-sensitive school? A trauma-sensitive school takes a so-called ‘whole school approach’. The educators in it realize that children face adversity. Sometimes a lot. This traumasensitive approach means that children and staff are supported to flourish and succeed. It is not a school for a ‘small group’ of traumatized children, it is an approach for all children.

Traumasensitieve education: It’s not just using a simple checklist

A trauma-sensitive approach is not achieved through a specific technique or checking off a checklist. Trauma-sensitive work requires empathizing with students who carry the necessary baggage with them. It requires constant attention, a caring awareness of your teacher’s actions and the design of your school. It requires involvement in the neighborhood in which the school is located and contacts with parents, care providers and community work. It requires constant reflection on the organization and the actions of the people within that organization to anchor this approach (looking through trauma glasses) in your school.

Whole child approach

In a trauma-sensitive school, teachers look at the ‘whole child’. This ‘Whole-child approach’ focuses on all aspects of children. Learning is very important, but there is more than just (cognitive) learning. We must certainly also focus on ‘good teaching’, didactics are very important, a school is an institution where you come to learn a lot. However, a school must also pay attention to the social and emotional part, which is inextricably linked to the cognitive part and in a sense is even a prerequisite for it. It is not without reason that Perry mentions ‘regulate, relate and learn’ in this specific order.

Schools must pay attention to developing resilience and well-being. The approach that I advocate and implement with trauma-sensitive work means that everyone in the school is trained in the skills and characteristics that lead to looking through trauma glasses. So not only the teachers, but also the education support staff, management, directors and even the janitor. The term trauma-sensitive school refers to a school-wide approach to understanding trauma and contributing to healing and building resilience through support.   As said before: This preventive approach is good for all children.

From whole child to whole school and whole community

You can integrate this school approach into a broader system, creating a ‘Whole Child, Whole School, Whole Community approach’ to build resilience and overcome aces. This seems to be a promising approach, partly due to its systemic view.  It turns out that by only looking at the child and their trauma, we miss the wider inequalities, exclusion and more systemic issues that affect the well-being of children, families and communities (think discrimination and racism, major economic inequality). School can make a modest contribution by connecting with neighborhood and youth organizations, local sports clubs, etc.

They are not just victims, see their strength and build resilience

When providing this support, it is important not to see children who have been traumatized or have experienced many abuses as victims. They deserve compassion, but they are more than victims of the events or actions of others. They are often ‘survivors’ and that shows their strength. Help them to realize, use and increase that power, so that they can feel like a ‘whole person’ again. Work with them on talents and resilience, work on self-efficacy and self-acceptance. Teach them to learn. And most importantly, show that they are okay. See the child as a child who can go far with support.

 1. Horeweg, A. (2025). De traumasensitieve school. Anders kijken naar gedrag. 3^de druk. LannooCampus.
 2. Winfrey, O. & Perry, B. M. (2021). What happened to you? Conversations about trauma, resilience and recovery. Amsterdam: Spectrum