According to recent studies on childhood trauma, there is a link between childhood trauma and an increased risk of premature death. Children that are exposed to abuse, neglect, suicide, drug or alcohol addicted family member, domestic violence, loss of a parent, divorce, or incarceration of a family member are more likely to develop diseases that impact their life expectancy. According this research, life expectancy decreases based on the amount of “doses” of abuse and neglect a child experiences. One might think that this is due to the likelihood of adopting risky behaviors to cope with the experiences of being abused and neglected. The study however found that those that had been exposed to childhood trauma and lived a relatively healthy life had a greater chance of developing a life-threatening disease. In other words, people exposed to multiple childhood traumatic stressors are at an increased risk of premature death compared to people that did not experience a traumatic childhood. This means that even if you live a relatively healthy life and do not engage in risky behaviors you are at a greater risk of a premature death due to the exposure to childhood trauma.
Sustained childhood trauma physiologically changes the brain. We once thought that if a child was too young to remember the abuse, they would be okay. That is not true. In fact, the younger the child is at the time of the abuse/neglect, the more damaging this can be to the brain. The complex and chronic stress at a young age can be debilitating and may make it difficult for some children to overcome their environment. What can we do about it? Why do some children make it against all odds and others don’t? According to the research, it is all about developing resilience and having access to an effective caregiver. We can teach resilience and develop quality relationships with our children. Students who have an effective caregiver can overcome their environment and become productive citizens. An effective caregiver can come in all shapes and sizes; they do not have to be biological parents. They can be grandparents, uncles, aunts, teachers, neighbors, foster parents, clergy members, school support staff, etc. Recent brain research has indicated that the brain is malleable and is able to heal itself. It is important that we find ways for all children to have a positive adult role model to confide in. The Rugby Public School District is taking strides to create a more trauma informed school system. We recognize that we may need to be the effective caregiver and provide custodial support for children. We are becoming more systemic in how we support our children. Student achievement is our number one priority, but we realize that for students to achieve at a high level they need to be socially and emotionally stable.
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