A growing body of research suggests schools may be overlooking a critical factor in student behavior: the role of trauma and adverse childhood experiences. While discipline policies often focus on punishment, experts argue that understanding the underlying causes—such as instability, neglect, or abuse—could lead to more effective interventions. The shift toward trauma-informed approaches aims to address root issues rather than simply managing symptoms. This piece explores why schools might benefit from rethinking how they assess and respond to student conduct.
The student behaviour question schools aren't asking The Educator K/12
