Childhood Trauma in Today’s Urban Classroom - Moving Beyond the Therapist’s Office

Oct 15, 2026

Childhood trauma leaves lasting marks on the brain and is increasingly evident through brain research, shaping learning needs in urban settings. Schools face a major challenge in implementing effective trauma-informed education for the large number of children living with emotional and psychological trauma. The article reports insights from teacher candidates and a certified sandplay therapist, focusing on how Trauma Informed Practices strengthen resiliency and improve educational experiences.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

The Role of Therapists and Teachers in Urban Settings

Trauma Informed Practices (TIPs) and Teacher Learning

Discovery Through Learning With a Therapist

Childhood Trauma in Today’s Urban Classroom Moving Beyond the Therapist’s Office Yvonne RB-Banks & Joseph Meyer The Journal of Educational Foundations 2017,Vol. 30. No. 1-4, pp. 63-75 Copyright 2017 by Caddo Gap Press Keywords: Trauma, Urban Classrooms, Sandplay, Resiliency Abstract Childhood trauma leaves its marks on the brain (Sandi, 2013) with unseen scars as evident in brain research. Addressing childhood trauma in today’s urban classrooms is no small feat. According to the 2011—12 National Survey of Children’s Health, nearly 35 million children in the United States are living with emotional and psychological trauma. Providing today’s educators with Trauma Informed Practices is essential. Trauma Informed Practices (TIPs) are specific interventions that fortify one’s ability to learn strategies for living with trauma. Schools as learning environments should be on the frontline as advocates for the use of TIPs. This writing highlights insights from teacher candidates, seeking licenses with a pedagogy grounded in urban education, in classroom sessions with an experienced therapist grounded in trauma interventions through the lens of sandplay. They learned first-hand about the impact of TIPs on the educational experiences of urban students. Discussions centered on the benefits to urban students when teachers and therapists collaborated and used TIPs as a critical first step. Yvonne RB-Banks is a professor in the School of Urban Education at Metropolitan State University, Saint Paul, Minnesota. Joseph Meyer is a teaching member of the International Society of Sandplay Therapy and a member of the Sandplay Therapists of America. Their e-mail addresses are: [yvonne.rb-banks@metrostate.edu](yvonne.rb-banks@metrostate.edu)[ ](yvonne.rb-banks@metrostate.edu)& [Rcc4unow@gmail.com](Rcc4unow@gmail.com) Introduction What is the role between therapists working with school age children in urban settings and classroom teachers? What do professional development activities need to ensure they know in order to use strategies related toTrauma Informed Practices (TIPs)? How can schools collaborate with mental health professionals in ways that bring needed services to students facing trauma? These questions and their underlying impact are a direct outgrowth of discussions in a college classroom between teacher-candidates and a certified sandplay therapist with experience in urban schools working with students exposed to trauma. The intent of the engagement was to offer teacher candidates an opportunity to have an in-depth connection with a practitioner specifically trained in trauma, while being engaged in urban field placements. This article uses responses gathered from the teacher candidates after several engagements with the therapist. Teacher candidates had a unique chance to share their current experiences while in field placements and learn about strategies and opportunities that could benefit students, as well as hear and share about the relevance on what a collaborative relationship between a therapist and a teacher could mean in the lives of urban students experiencing trauma.These rich and informed discussions grew out of encounters between the therapist and teacher candidates over the course of several semesters. Initially, when asked about what trauma may look like in the school setting, especially classrooms, many teacher candidates were perplexed about the term, as well as how to see what may be behind “behaviors”they saw as bad in students. Teacher candidates acquired a clear definition of the essential components of Trauma Informed Practices. They learned such practices to be strategies that involved interconnections that allowed practitioners to infuse trauma awareness, knowledge, and skills into their work with children and families. They work collaboratively, using the best available science, to screen and treat children and help them develop resiliency (SCAN, 2013) . The conversations around questions

FAQs

What problem does the article focus on in urban classrooms?

It focuses on how childhood trauma affects children and how educators can respond effectively in urban school settings. The article emphasizes the need for trauma-informed practices that support learning and well-being.

What are Trauma Informed Practices (TIPs) according to the article?

TIPs are specific interventions that build the ability to learn strategies for living with trauma. They help practitioners infuse trauma awareness, knowledge, and skills into work with children and families.

How did the therapist collaboration influence teacher candidates?

Teacher candidates gained a clearer definition of TIPs and reported feeling free to ask questions without fear of judgment. Discussions highlighted benefits for urban students when teachers and therapists collaborate and use TIPs as a first step.

Oct 15, 2026

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