By viewing a child’s past experiences through a trauma lens, it is recognized that behaviors (e.g., disruptive behavior, difficulty engaging, or trouble learning) may be a student’s attempt to communicate an emotional need or to cope with symptoms of trauma. By shifting away from a deficit approach, exemplified by the question, “What is wrong with you?” and asking instead, “What happened to you?” an opening to begin the process of support and recovery is created.  

This approach not only aids the healing process for individuals who have experienced trauma, but it also increases the likelihood of early detection and early intervention. Evidence shows that the healing process plays a key role in a student’s ability to learn and achieve in school and in life. 

In decades of research with diverse populations and situations, there is a striking consistency in findings about what makes a difference. Basic adaptive systems are important for resilience and extends beyond the individual person into other social and cultural systems.