🎯Trauma Triggers in the Classroom👮
Schools should be a safe and predictable place for children. However, sometimes they can remind children of traumatic experiences.
Welcome to SEMH Education. Every week, I share strategies, stories, and expertise I’ve gained from working with children and professionals around social, emotional, and mental health in education.
This week I’ll be unpicking Trauma Triggers within the classroom. I will explain some potential triggers for children and how you can avoid them where possible.
I want to start by saying this is not a post about stress or stressful situations for children. In certain, controlled and supported situations, some levels of stress can be beneficial for children, such as sitting an exam, competing in sports day or trying something out of their comfort zone. It builds their resilience to these situations which they will face unsupported in later life E.G. Job interviews and meeting new people.
Trauma, however, could be defined as; A psychological and emotional response to deeply distressing or harmful experiences that overwhelm an individual's ability to cope. Trauma often leads to lasting changes in brain function, emotional regulation, and behaviour1.
For many children, school is a safe and predictable space. But for those who have experienced trauma, the classroom can be full of hidden triggers. Small, seemingly insignificant things that can spark distress, anxiety, or even crisis behaviours. Understanding what these triggers are and how to respond can make all the difference in helping children feel safe, regulated, and ready to learn.
🤔 What Are Trauma Triggers?
A trauma trigger is anything that reminds a child of a past traumatic experience. It might be a specific noise, a tone of voice, a sudden change in routine, or even an interaction with an authority figure. Their brain perceives these triggers as a threat, activating the fight-or-flight or freeze response2. When this happens, children aren’t choosing to react; they’re simply trying to protect themselves. Once in this state, children often do not remember their actions.
These responses are mistaken for “bad behaviour,” but in reality, they’re signs of distress. If we can spot the triggers and respond with care, we can help children regulate before they escalate.
🧑🏫 Common Trauma Triggers in the Classroom
1. Sudden & Unexpected Loud Noises 🎧
This is one of the most common examples of Trauma triggers. I bet you can remember a recent time you jumped out of your skin due to an unexpected loud noise! These can derail a lesson really quickly.
Example: The sound of a raised voice, a slamming door, or a fire alarm.
Why it’s a trigger: Loud noises can remind children of past experiences involving shouting, violence, or chaos.
How to help: Where possible, give a heads-up before loud events (e.g., “We’re about to test the fire alarm”). If a child startles easily, allow them to sit near an exit or wear noise-cancelling headphones.
2. Feeling Trapped or Cornered 📦
I hate feeling trapped. I always like to know there’s a way out if needed. I think that’s why I don’t like rollercoaster rides, that’s what I tell myself anyway! This feeling can build up over a period of time for children. It could be the position of their desk or a certain classroom or the way a member of staff interacts with them. Over time this feeling will get stronger and stronger until they start showing crisis behaviours. Children might not realise they feel trapped until you bring it to their attention. Try changing the seating plan to help!
Example: Being told to stay after class, an adult standing over them, being surrounded by peers or having their desk in the corner of a classroom.
Why it’s a trigger: Children with trauma may associate being physically blocked or unable to leave with past unsafe situations.
How to help: Be mindful of body language. You could avoid standing too close or blocking exits. Give children options rather than ultimatums (e.g., “Would you like to take a break now or after this activity?”).
3. Authority Figures and Power Dynamics 👮
This is an all too common one for children in specialist settings and definitely within my current line of work! Body language and uniform are key for this one!
Example: A firm directive like “Sit down now” or a teacher raising their voice in frustration. An unexpected visitor to the classroom wearing a suit or a presentation by one of the emergency services.
Why it’s a trigger: If a child has experienced harsh discipline or adult aggression, they may see all authority as unsafe.
How to help: Use a calm, predictable tone when giving instructions. Instead of demanding compliance, offer choices and use relational language (e.g., “I know this is frustrating, what do you need right now?”).
4. Changes in Routine 🔄
I’ve recently posted a blog about the power of predictable routines here. They really are a lifesaver for some children. The security and safety they find within routines should not be understated. It can be extremely difficult for them when routines change, especially if this is sudden.
Example: A sudden classroom swap, an unexpected change in seating, or a supply teacher.
Why it’s a trigger: Children with trauma often rely on predictability to feel safe. Unexpected changes can create feelings of anxiety or lack of control.
How to help: When changes are unavoidable, give children as much notice as possible. Use visual schedules to outline the day and reassure them that they are safe.
5. Specific Words or Topics 👨👩👧👦
These are the hardest to find out. It becomes easier if you genuinely get to know the child and their history as some words or phrases may be triggering to them.
In my first placement in my PGCE year, I was doing a lesson on descriptive writing. It was Christmas time so I played a TV advert with a stereotypical laughing, happy family. About 30 seconds after it stopped and I started to explain what I wanted them to focus on, a boy at the back of the class began crying uncontrollably. The class teacher later told me his Mum had passed away recently and this was the first Christmas without her. I felt absolutely awful. The class teacher never thought to mention it to me as I was only on a short 6-week placement. It’s really important to identify and share potential triggers with anyone who works with your class.
Example: Discussions about family, violence, or personal struggles.
Why it’s a trigger: Certain words or themes can bring up painful memories, even if unintentional.
How to help: Be mindful of sensitive topics and allow children to step out if a discussion becomes overwhelming. Create safe exit strategies so they don’t have to explain why they need a break. For example, this could be placing an item on your desk as they leave to signal that they are going to the sensory room.
🪷 Creating a Trauma-Sensitive Classroom
Understanding triggers is just the first step—creating an environment that minimizes distress is key. Here’s how:
Prioritise Relationships: A strong, trusting relationship with a key adult can help children feel safe. Even small daily check-ins can build a sense of security.
Use Predictability: Stick to consistent routines, give warnings for changes, and use visual schedules to create structure.
Offer Regulation Strategies: Provide calming tools like fidget items, breathing exercises, or quiet spaces where children can self-regulate.
Language: Swap commands for relational approaches “What do you need to feel ready for this lesson?” instead of “You need to focus.”
Give Safe Exit Options: If a child is becoming dysregulated, allow them to step out with minimal fuss. Sometimes, a short break prevents a full crisis.
🗯️ Final Thoughts
Children with trauma aren’t trying to disrupt the lesson, they’re trying to feel safe. By understanding what triggers distress and responding with empathy, we can help them regulate, build trust, and ultimately thrive in the classroom.
What strategies have you found helpful in creating a trauma-sensitive space? Let me know in the comments!
Did You Miss These?
Definition of Trauma from the following: