Early trauma-informed work created a narrow vision of trauma that ignored cultural and systemic adversity, and most glaringly ignored the trauma imposed by schools and teachers themselves.

Evidence

The unintended consequences of integrating trauma-informed teaching into teacher education (Teaching Education (Taylor & Francis))

XREF: connects to: The decisive psychological traumatism of the colonial child occurs in grammar school — Frantz Fanon, Constance Farrington, Black skin, white masks, 573

Childhood trauma is typically rooted in early development and maltreatment, with the school’s role understood mainly as responding to trauma that predates schooling. (similarity 0.86)
Children often experience trauma through ongoing early exposure to abuse, neglect, homelessness or domestic violence, which schools then must detect and respond to in the classroom. (similarity 0.82)
A primary school teacher’s own childhood schooling in post-apartheid South Africa involved exclusion, alienation, and cultural dissonance, rendering schooling experiences traumatic rather than… (similarity 0.79)
Punitive discipline, especially isolation and exclusion, can actively re-traumatise children whose earlier experiences involved neglect, loss, or institutionalisation. (similarity 0.78)
Exposure to severe adversity can disrupt early brain development and derail formation of secure attachments; early trauma is fundamentally developmental and relational. (similarity 0.78)