To view this page ensure that Adobe Flash Player version 11.1.0 or greater is installed.
DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Prescribing medications may be simpler and easier than implement- ing measures that provide emotional security, but medications do not always heal or strengthen the neural connections in the brain; sometimes they only manage the symptoms. Misdiagnoses allow the real cause to go undetected and without any intervention (Steele and Malchiodi 2012). Trauma-informed educators can help children by supporting a careful and honest diagnosis process that will give students the help they need. Stressed and hyperactive children benefit from teachers who capital- ize on students’ strengths, including ones traditionally not part of aca- demic learning, such as art, music, creative writing, or interpretive dance. Introducing subjects and activities of personal interest to children will help them strengthen their self-regulation and ability to focus. Trauma-informed teachers present concepts and new knowledge in small portions, reinforced by hands-on activities. Stressed children require opportunities to integrate new information into their real-life experiences and understandings. One way to do this is to encourage children to relate new information to their life experiences through stories or drawings. Another way to strengthen stressed children’s sense of security is to con- nect them with students from several grades above them as buddies or companions. I have had the privilege of working with early child educators who were so dedicated and caring that they collected clothes for students who needed replacements. Trauma-informed teachers are equally attentive to the internal sense of stability and confidence of stressed children. Teach- ers today have a noble opportunity to make a lifelong difference in the lives of fragile young children. COPYRIGHTED MATERIAL Early Traumatic Stress 27