The High Cost of Trauma

“Trauma: I don’t have any trauma in my life! I came from a good family with supportive parents, had a roof over my head, and food on the table. My life is great! So why do I need to be aware of the effects of trauma on me?”

These are the thoughts I had before learning about the effects of Adverse Childhood Experiences (ACEs) and Secondary Traumatic Stress on a person. 

Now, don’t get me wrong. In childhood, I did have supportive parents, a roof over my head, and food on the table. However, as a child, my weight was a great source of bullying, which led me down the road of starting to diet in 8th grade, leading to my struggles with body image.  

In my adult life, my husband and I adopted children from foster care. We had a big house and lots of love in our hearts to open our home to a sibling group. This experience is how I learned about secondary traumatic stress. 

Secondary traumatic stress is a psychological condition when a person is exposed to the traumatic experiences of another person. Our children had experienced multiple losses and chronic stress in their short lives. Those past losses and stressors showed up in challenging behaviors I didn’t understand, creating a lot of stress for my husband and me. 

My journey has opened my eyes to the pervasive nature of trauma.

The trauma of the past doesn’t leave our systems; it doesn’t magically disappear. Without deeper examination and taking responsibility for our well-being, our trauma shows up in so many different ways, especially in workplaces that don’t feel psychologically safe. 

The Campaign for Trauma-Informed Policy and Practices has estimated that the cost of an unsafe workplace can reduce productivity by up to 20%, and replacing an employee who leaves the organization can cost up to $25,000 to that organization. In recent years, I have known many veteran educators and non-profit staff who have left an organization or school due to a toxic workplace. Think of the years of experience, professional development, and expertise an organization puts into that person walking out the door.  

Plus, there are the healthcare impacts of an unsafe workplace culture. More sick days are taken, higher levels of burnout, and more significant claims to health insurance. These financial and healthcare implications should serve as a wake-up call to the importance of addressing trauma in the workplace.

Did you know:

70% of adults have experienced at least one traumatic event

20% have four or more ACEs and

5% have been diagnosed with PTSD or Complex PTSD

I can go on with the statistics; however, I think you get the picture. People come with trauma and chronic stress from their lives in to the workplace. That trauma and stress can’t just be left at the door. When the workplace culture feels unsafe to them, they react. 

What might the reactions look like? Here are a few indicators,

  • Overly sensitive to feedback
  • Regularly calling in sick
  • Working extremely long hours that leads to burnout
  • Hard time making decisions
  • Complaining about everything

What can you do to create a workplace that feels safe?

  • Awareness is the first step. Leadership needs to acknowledge the losses through the impact of trauma, chronic stress, and unsafe workplace culture.
  • Create a safe environment where employees feel heard and seen through the organizations’ routines, protocols, and policies.
  • Connection and communication is key throughout the organization. 
  • Leaders are role models for their staff in the need for well-being practices. These practices can shift a situation’s energy from shame and blame to curiosity and understanding.
  • Shifting the conversation from “What’s wrong with you?” to “What’s happened to you?” to “What’s right with you?” 

These shifts in the workplace must be accompanied by personal responsibility. When each individual in the system recognizes their role and commits to growing in self-awareness, alongside the changes from leadership, the workplace can transform from a toxic environment to one of purpose and enjoyment. 
Check out the other resources on the Wildewood Learning blog to grow your knowledge in trauma-informed resiliency practices for organizations and schools.

How Gratitude is a Tool for Resilience

Do you share my love for reading? I always have a book (or ten) by my bedside, and my TBR (To Be Read) stack is taller than some of my bookcases. Reading has been a lifelong passion for me. As a child, it was a way for me to escape into a world more thrilling than the one I was living in at the moment.

Reading is a powerful tool for personal and professional growth. It can help you gain new perspectives on the world. For my book club, I recently read Robin Wall Kimmerer’s The Serviceberry: An Economy of Abundance. This insightful essay, which has now evolved into a book, offers a unique perspective on abundance and gratitude.

Kimmerer, also the author of Braiding Sweetgrass, a number-one bestseller, weaves Indigenous wisdom, ecological systems, and the ethic of reciprocity to reimagine a different type of economy—a gift economy. She explores what it means to create a world where reciprocity and gratitude help meet the needs of ourselves and our communities.

Gratitude is one of those skills that creates resilience within ourselves and our organizations.

Kimmerer writes:

“Gratitude is so much more than a polite ‘thank you.’ It is the thread that connects us in a deep relationship, simultaneously physical and spiritual, as our bodies are fed and spirits nourished by the sense of belonging, which is the most vital of foods. Gratitude creates a sense of abundance, the knowing that you have what you need. In that climate of sufficiency, our hunger for more abates and we take only what we need, in respect for the generosity of the giver.”

Take a moment to reflect on gratitude. What resonates with you in Kimmerer’s words? What are you grateful for in your life? Where do you feel abundant? Who can you express your thanks to? These reflections can bring a deeper appreciation for the richness in your life.

Gratitude, abundance, generosity, and giving are all ways to build resilience. Resilience is the ability to bounce back from adversity. However, when we bounce back, we usually need a hand to hold, a place to recognize our needs, and space to be held.

Today, I am grateful for you. Know that I am holding your hands, inviting you to a place to recognize what you need, and making space for you in my heart. Now, go out and serve with your whole heart.

A Story of Hope

Last week, I shared about a teacher in Idaho who was asked to take down an “Everyone is Welcome Here” sign in her classroom. Watching the students’ response gives me hope for the future! Their resilience and commitment to inclusivity remind us of the power of standing together and expressing gratitude for the communities we build.

Let’s continue to cultivate gratitude and resilience in our daily lives. What are you grateful for today?

Worried About Fewer Resources for Families and Children? Me Too!

As a parent, educator, and community member, I have noticed a shift—not just in the seasons here in northern Minnesota, but in something much bigger. The policies affecting families, children, and youth in the United States are changing, and not for the better.

I won’t sugarcoat it: I know people directly impacted by the reduction of public programs designed to support well-being. My children have attended Head Start, and we’ve benefited from the school lunch program—both of which rely on federal funding. Many administrators, classroom teachers, and early childhood educators are growing increasingly concerned about funding cuts that threaten their livelihoods and the families they serve.

At conferences and events with professionals in education, social work, and non-profits, I hear the same shared concerns—worry, fear, and uncertainty about the future. I recently saw a news report about a teacher in Idaho who was told to remove a sign in her classroom that read, “Everyone is Welcome.” Her response resonated deeply: “Isn’t that the basis of public education?”

Building Resilience in Uncertain Times

In moments like this, resilience is more important than ever. Here are some practical strategies to help navigate these challenges and empower you to make a difference:

  • Deep breathing and other self-regulation tools
  • Focusing on what you can control and what you can’t
  • Clarifying your values
  • Recognizing your strengths and leaning into the strengths of others
  • Building a supportive community and identifying local assets
  • Finding micro-joys in daily life

Small, intentional actions throughout your day can help regulate your nervous system and bring a sense of balance. Research shows that one of the most significant ways to support children and youth is for the adults in their lives to model emotional regulation. By taking care of ourselves, we set the foundation for a healthier, more resilient community.

Expanding Support: New YouTube Offerings

Over the next few months, I am expanding my YouTube content to provide more support for individuals navigating these uncertain times. I’ll be sharing mindfulness exercises, stress management techniques, and workplace wellness strategies that you can incorporate into your daily routines.

I invite you to subscribe and stay updated on new tools and resources. Simply click the subscribe button to join our growing community.

I also love hearing from you! What strategies have helped you find calm in challenging times? Feel free to reach out and share your thoughts—I’d love to learn from you.

Together, we can build resilience and continue advocating for the well-being of families and children.

Celebrating Black History Month

February begins in just a few days, and so does Black History Month. I did some research on the origins of the month and the history behind celebrating the contributions made by African Americans to society.

In school, I remember learning about a few predominantly black Americans who had made huge impacts in our county. Frederick Douglas, Harriet Tubman, and Martin Luther King, Jr. are important people who changed the world. However, there is so much more to the contributions of people of color to our country.

Black history month started initially in 1926 as Negro History Week, created by Dr. Carter G. Woodson, founder of what is now called the Association for the Study of African American Life and History. The Civil Rights Movement of the 1960s elevated the importance of recognizing African American history and brought attention to ongoing systematic inequality. 1970 brought the first ever observed Black History Month, which started at Kent State University in Ohio.

It is essential to teach and acknowledge the impact of people of the BIPOC (Black, Indigenous, and People of Color) community in our schools, families, and workplaces. Many contributions to our communities have been left out of history and representation. 

In my last blog post, belonging was described as a deep connection and acceptance that people experience when recognized as an essential part of the community. When we incorporate activities and acknowledge Black people’s contributions to our communities, we create belonging.

I want to highlight three resources for exploring how to incorporate Black History into your school, organization, or work with children and families.

Britt Hawthorn is an antiracist educator, teacher, speaker, visionary, and advocate. She is the author of Raising Antiracist Children: A Practical Parenting Guide.

What I like about Britt’s newsletter is that she is excellent at offering resources for working with people with children and parents to create an inclusive classroom or home.

32 Children’s Activities for Black History Month is an excellent example of the resources she offers.

LiberatED is an organization started by Dr. Dena Simmons. Dr. Simmons is a former assistant director of Yale Center for Emotional Intelligence, where she supported schools in using the power of emotions to create a more compassionate and just society. 

What I like about the LiberatED organization is that it is based on practices that promote learning, wellness, engagement, and belonging in schools and classrooms. The newsletter and social media posts offer resources for implementing those practices in a way that builds community.

LiberatED invites readers to reflect on three powerful questions for educators in the January newsletter. The best place to follow LiberatED is on Instagram, where you can explore many resources.

Amazeworks is a nonprofit organization in St. Paul, Minnesota, that champions equity and belonging for all. Its mission is to create belonging through relationships. The organization offers many resources to educators and child caregivers. 

What I like about Amazeworks is that it has resources for all cultures. The website’s “Hot Topic” tab lists all the recent resources posted. The children’s literature highlighted in the newsletter has downloadable lesson plans that tie in with cultural, belonging, and inclusion themes. 

Amazeworks has several past posts on Black History month. In the February 2022 newsletter, Yesterday, Today and Tomorrow offers an interview with Dr. Artika R. Tyner, a passionate educator, lawyer, justice advocate, and founder of Planting People Growing Justice (PPGJ), plus many links to resources for Black History Month.

There are numerous resources available to help you incorporate Black History Month into your school, workplace, or home. I selected these three because I received their newsletter in my inbox and found value in their resources. Recently, there has been a rollback in diversity, inclusion, and equity programming across the United States. This is why, as educators and professionals, we must engage in our own learning and look for ways to ensure our communities feel safe and included. I hope you will take the time to explore the few resources I have provided and reflect on how you will share Black History and other culturally relevant information with those you serve.

Creating Spaces of Belonging: Practical Steps for Leaders and Educators

Loneliness has become an epidemic in America. Outgoing U.S. Surgeon General Vivek Murthy highlighted this issue in a 2023 report, emphasizing that loneliness is more than just a negative emotion; it poses a significant public health risk. In his farewell letter, Murthy underscores the crucial role of community in addressing this widespread problem, which impacts over 36% of the U.S. population.

One of a community’s most wonderful aspects is its warm sense of belonging. This feeling of belonging highlights the deep connections and acceptance that people experience when they recognize themselves as essential parts of a community. It goes well beyond just being acknowledged; it’s about creating an environment where everyone feels valued, supported, and truly understood for who they are.

There are four key elements to belonging:

  1. Acceptance: feeling accepted for one’s authentic self, including strengths, vulnerabilities, and differences.
  2. Connection: Building meaningful relationships that have trust, empathy, and understanding
  3. Value and Contribution: Recognizing that your presence and contributions are appreciated and essential to the community
  4. Identity and Inclusion: Experiencing a sense of alignment between your personal identity and the group while still honoring your uniqueness.

In my previous posts, I discussed each of these elements. Each is significant individually, but incorporating all four elements is essential for building a workplace or classroom that fosters a culture of belonging.

Why do we need to create spaces of belonging?

Numerous reasons exist for why this is an essential part of the workplace or classroom. Here are a few key reasons why, as a leader, you must proactively foster an environment of belonging.

  • Enhances emotional well-being, which reduces loneliness and burnout.
  • Boosts engagement and motivation; employees who experience a sense of belonging tend to stay with the organization, much like students.
  • Mitigates adverse outcomes of exclusion, such as absenteeism, behavior, and academic challenges

What practical, small, doable changes can you make in your workplace or classroom that will enhance belonging? 

Foster a culture of appreciation by establishing a weekly “shout-out board” for peers and leaders to highlight specific contributions.

Inclusive Decision-Making and Collaboration: Assign roles in meetings and activities to involve everyone in discussions and engagements. The Fist of Five and Cooperative Learning are techniques I discovered in my initial teaching experiences. When implemented effectively, they can significantly improve the sense of community in both classrooms and workplaces. 

In a Forbes article titled “Fist of Five Voting: A Different Approach,” Dr. Joel Rothaizer discusses how leaders can employ this technique to gather feedback during decision-making. 

In a Cult of Pedagogy podcast/article by Jennifer Gonzalez, “Making Cooperative Learning Work Better,” she discusses her struggles with cooperative learning and how the strategy can be better implemented in the classroom.

Check-Ins: Check-ins hold significant power and require less time than expected.

In a Facebook reel, author Simon Sinek highlights the impact of a check-in, which can lead to change in just 8 minutes or less when reaching out to a friend or colleague. 

In the classroom, checking in during the day is easy! Just asking, “How are you doing today? Thumbs up, sideways, or down” can make a big difference. Plus, having one-on-one check-ins with students who might be facing challenges really helps them feel supported. It’s heartwarming to see students pay attention to each other’s thumb positions and take the initiative to check in on their classmates, fostering a caring community!  

Small actions can make a big impact.

Each of these practical ideas is just one small way to start creating spaces for belonging and improving the culture of your workplace or classroom. I encourage you to pick just one of the actions and start implementing it today. Build the action into a daily routine, and as you do, watch how you create a community of belonging within your environment.

Simple Acts of Compassion Create Connection

Revised from a post in January, 2021

Love your neighbor as yourself. Do unto others as you would have them do unto you. Many of the wisdom traditions use a version of the Golden Rule. This rule or guideline focuses on connecting with compassion. 

I remember when I was a child growing up in the ’70s and ’80s, I felt loneliness, anxiety, and the stress of expectations. However, the issues of my friendships, where to eat on a Saturday night (Pizza Hut, of course), and what to do when I felt there was nothing else to do, were much simpler than today. Without the invention of texting and social media, I usually didn’t know about a party until after the fact. If my friends decided to go to the movies and I wasn’t home to pick up the phone, my friends made plans. 

It’s different today for the current generation. Children and teens today have instant notifications, instant invitations, or instant connections, all through the little device in their hands. Yet, is it really what they want or need? Research reports a concerning rise in loneliness among teens, young people feeling disconnected and isolated even if they can connect instantly. This rise in adolescent loneliness is often linked to increased social media use and changes in social interactions, especially after the pandemic.

Even though my teen years differ significantly from my young adult children’s, I have compassion for this generation’s young people because of an essential shared human experience. The needs of belonging, connection, and to matter are essential at all stages of life.

I have worked in social and emotional learning for over 18 years. In those years, I have learned that building a connection with several caring, capable, and compassionate adults is essential in a young person’s life. Adults who will listen and seriously attempt to understand are protective factors for children and teens.

Compassion is created from three components – awareness of suffering, action to relieve suffering, and recognizing a shared human experience.

What does compassion look like as a caring adult?

I was working at a day camp one summer, and I saw a young person I knew sitting on the sideline, watching others play a game. I went over the talk to her and struck up a conversation. As I listened with curiosity and asked a few questions, I discovered she didn’t know the game’s rules. So I took the time to explain the rules and asked her to play. Simply listening and inviting her to play is an act of compassion.

The Search Institute, a research organization in Minneapolis, Minnesota, has compiled 40 positive supports and strengths a young person needs to succeed. One area is support: care from family, other adults, community members, and school staff. When a young person feels supported by the adults around him/her, there is a decrease in high-risk behaviors. Simple ways to connect with youth can happen in your community. YOU can play a part in the solution!

Here are ten ways to increase your compassion and connect with a child or teen.

  • Take an interest in an activity a child or teen you know is involved in by attending the activity or asking the teen questions, then listen.
  • Ask a child what they are interested in doing. What are her passions? What sparks his interests? 
  • Play a game of pick-up basketball (or other games) with a group of kids for fun.
  • Invite kids on the sidelines to participate in a game.
  • Give an authentic and specific compliment to a child. An example could be, “Wow, I admire how you organized the books on the shelf.”
  • Do a random act of kindness for a teen.
  • Ask, “What are your dreams?” “Whom would you like to be?”
  • Accept a child for who he or she is, a unique individual.
  • Make sure making mistakes is “okay” for both kids and adults. 
  • Breathe deeply and create a pause before saying something that could harm a child.

If you take steps on even some of these ten simple actions, you will build compassion in yourself over time. These activities will not completely solve our world’s complex problem of loneliness, violence, or inequities; however, it is a start.

Three Reasons to Find Your Resilience Support Team

This post was originally written in December 2021 and revised on December 3, 2024

This time of the year is for traditions, celebrations, and community. It’s also a time for rest, darkness, and solitude. In some ways, this time of the year is a paradox for me. How can I be both happy and sad at the same time? Can I be in the dark area of my soul and then see the light?

As I have aged, I have felt this paradox more strongly than ever. I see both sides of the story. I want to be with family and friends, yet sometimes I just want to sit on my bed by myself. The paradox is confusing. Life isn’t as cut and dried as we sometimes think it needs to be.

I want you to know that if you feel the season’s push and pull, that is perfect. You are feeling aware and know that most people’s lives are not like the family photo on the Facebook page. 

In the past, I have worked with a small school where I was lucky enough to support staff professional development working on resilience skills. The resource we use is a book written by Elena Aguilar, Onward Cultivating Emotional Resilience in Educators. It is an excellent resource; I used it for three years in a Professional Learning Community with the staff members. 

In 2020, I was part of a statewide Social and Emotional Learning cohort that used Onward as a resource for administrators and leadership. This was at the height of the pandemic, and we found Onward to be an extremely useful resource for us. The leadership team at the small school I served wanted to bring this resource to their staff and community.

The first cohort of staff and community members was created in June 2021. We were a small group reading and discussing several chapters in the book over a twelve-month span. There are 12 chapters, one for each month, each with a different skill to grow within ourselves. At the same time, I also joined an online book club the author and her team facilitated. In both groups, we met each month to read and discuss chapters.

The administration and staff received the focus on resilience so well that I was able to facilitate two more Professional Learning Community cohorts for the school I served with teaching and support staff. In all, I have read Onward at least three times, and each time, I have found value in the chapters, but mainly in the discussion with others.

There were three needs that I saw being addressed in all the groups:

  1. The need for community and support. We need to know that we are doing this together. Multiple emotions come up throughout the day, at work and home. Knowing we are not alone in that feeling makes it okay. Giving voice to what you feel is a path to self-awareness and self-management.
  1. Learning skills that can be used to build our own resilience. Onward and many other resources are full of skills to develop our resilience. Knowing and implementing those skills can be a way for adults in the school or organization to regulate their nervous system (calm brain and body). There are many ways to regulate, and you can pick and choose what will work for you.
  1. Stress relief is huge and needed! One of the ways the groups relieve stress for me is through authentic connection. At the beginning of our sessions, we have a set of norms. We talk about having confidentiality within the group. This norm helps to give people a safe space to be authentic and vulnerable. Growth and learning can happen when we feel safe in a relationship. 

“Even when I know better, I don’t always do better without constant practice and support.”

We go for the immediate rewards of the short sprint when we really need the consistency of the long haul. Building resilience, emotional intelligence, and ways to relieve stress, plus doing it with the support of a community, is the life preserver that we all need. I hope you find that group of compassionate adults who can support you in 2025. 

Wishing you all the best in 2025!!

Three Action Steps to Creating a Safe Space

Have you ever been in an uncomfortable situation with a client, colleague or employee who emotionally explodes with you? Emoting anger and accusations like a volcano through an email or a text message. You have no idea where all this anger is coming from and why it’s pointed at YOU! You are left wondering, what did I do and what do I do next time when I am in the same room with this person?

This type of situation causes a very uneasy feeling and discomfort in the pit of your stomach, which indicates that you don’t feel safe. Your brain goes into the fight, flight, freeze, or fawn mode, putting you on high alert and recalling other situations where you didn’t feel safe or weren’t able to confront the person. 

I, too, have been in this situation with clients, colleagues and as an employee where there was real tension in the workplace. Gossip, blaming, hostility, and criticism are just some ways a workplace environment can harm relationships and cause real stress for all.

Creating psychological safety in the workplace is crucial, especially for helping professionals who are regularly exposed to emotionally intense situations. Psychological safety—the belief that one can express thoughts, take risks, and be vulnerable without fear of negative consequences—enhances resilience, reduces stress, and fosters a supportive environment that ultimately benefits both the employees and the people they serve. 

How can your workplace foster psychological safety that addresses stress and trauma to support a resilient, emotionally healthy workplace?

The first step is understanding psychological safety and why it’s essential in a workplace.

The term “psychological safety” was popularized by Dr. Amy Edmondson, a Harvard Business School professor who defines it as “a shared belief that the team is safe for interpersonal risk-taking.” In a psychologically safe environment, employees feel comfortable voicing concerns, discussing mistakes, and challenging ideas without fear of being judged or penalized. This means that everyone in the team feels valued and respected and that their contributions are important. The stakes for helping professionals are high, as they often work in environments where they and their clients may be under considerable stress.

A lack of psychological safety can compound the effects of secondary trauma and compassion fatigue, common among helping professionals who continuously absorb the emotional distress of others. This can lead to burnout, decreased empathy, and an overall decline in mental health, impacting both the quality of care and the workers’ personal lives.

Research by the American Psychological Association highlights that when individuals feel psychologically safe, they are better equipped to manage stress and exhibit resilience in the face of adversity. Psychological safety thus serves as a protective factor against the damaging effects of stress and trauma, fostering a work environment that promotes healing rather than compounding trauma.

The second step is building the foundation for workplace psychological safety. 

It all starts with you as a leader. Whether you are a leader in the classroom, your department, a family daycare, or a large staff, we are all leaders! We all need leadership skills and to build them into our daily lives. Leaders who model vulnerability, openness, and empathy set a tone of acceptance and support, inspiring and motivating others to do the same.

Here are three actionable steps that you can take as a leader to start fostering a trauma-informed and psychologically safe environment:

  1. Be Empathetic: Practice active listening, validate others’ emotions, and prioritize empathy. Leaders can initiate regular check-ins with staff and co-workers to discuss any stressors or experiences of trauma-related work. Dr. Brené Brown, a researcher on vulnerability, emphasizes that empathetic leadership builds trust, a crucial element of psychological safety.
  1. Trauma and Toxic Stress Exposure is Common: Recognize and acknowledge that trauma and stress are part of the work in helping professions. Leaders can openly discuss situations without stigma. For instance, during team meetings, leaders can share their own experiences of stress and how they manage it, or they can invite team members to share their experiences. When you bring the topic of stress and trauma out into the open, you are encouraging others to seek support.
  1. Open Communication is Key: In a psychologically safe space, there is time for open conversations, conversations that allow you to explore your feelings and needs without judgment and helps others in doing the same. This open communication encourages and supports everyone in the workplace, making them feel heard and valued. 

What does it look like to be a leader that practices psychological safety?

Jordan is a child welfare team director in a busy urban area. Her team, composed of social workers, case managers, and support staff, deals with high-stress cases involving trauma, abuse, and neglect. Due to the emotional demands of the work, Jordan knows that her team members frequently experience secondary traumatic stress and compassion fatigue. She believes that fostering psychological safety is crucial for her team to stay resilient, collaborative, and effective in their work.

Jordan regularly meets with each team member individually to check in on their well-being and workload. During these one-on-ones, she practices active listening. Jordan acknowledges their challenges and avoids giving “quick fixes” to their problems, focusing instead on understanding their needs. She also encourages open communication within the team and invites everyone to share their thoughts on improving workflows, regularly reinforcing that every voice matters.

In team meetings, Jordan is open about her own challenges and mistakes. For instance, she once shared how she felt emotionally exhausted after a particularly tough case but found solace in a mindfulness practice. By showing her vulnerability, Jordan creates an environment where her team feels comfortable expressing their own emotional struggles. 

When a team member admitted feeling overwhelmed and doubting their ability to continue in the field, Jordan responded empathetically. She acknowledged the difficulty of the work and reassured them that these feelings were normal. She reminded them of their impact and offered support in finding a manageable balance.

These are just a few examples of how Jordan supported her staff as a leader who recognized the importance of psychological safety and a trauma-informed approach. This approach transformed her workplace culture. Staff reported feeling more supported and valued and less fearful of making mistakes. They shared helpful coping techniques and formed resilience support groups. Morale improved, and turnover rates in the department dropped significantly. Jordan’s leadership fostered an environment where psychological safety and trauma-informed practices strengthened her team’s well-being and the quality of care they provided.

Psychological safety in the workplace is essential for helping professionals who face unique stressors and trauma exposure. By fostering empathy, open communication and encouraging discussions to remove stigma, organizations can create environments where employees feel safe, supported, and empowered to perform at their best. These strategies enhance the workforce’s well-being and improve the quality of care for clients, creating a ripple effect that extends beyond the workplace.

Understanding N.E.A.R. Science: How Trauma and Toxic Stress Affects You and Your Team

The county fair is a big highlight of the summer each year. When my children were young, we would attend the fair every day. Being involved in 4-H, sports, and community activities led to much work at the various food stands and booths.

At the county fair, there were a variety of carnival rides. My children looked forward to going on all the different carnival rides, “The Bullet,” “Tilt-a-Whirl,” and “Rocket” were some that I can remember. I would walk through the crowded pathways with my children in tow, the loud music of the carnival rides blasting throughout the area. I stood back and watched which rides each of them chose. My son loved the fast rides that made his stomach go up and down. My other son would favor bumper cars and Ferris wheels. As I stood by “Rocket,” waiting for my son, I would watch other children come off, saying,” Never again” or “Let’s do it again!”

Trauma and its effects on the brain are similar to the response to a carnival ride. We all have traumatic or high-stress experiences in life. Some people come through trauma and stressful times with a response of resilience and growth. Others experience a challenging event and are stuck in the struggle, unable to move beyond it. It can be the same traumatic or high-stress event; however, they have very different reactions.

The human brain, with its complexity, is a fascinating subject to learn about. Understanding how we react to events, our world, and others is a journey of discovery. Past trauma and toxic stress can change how each of us responds to those experiences on our journey of discovery.

Researcher Gabor Mate’ explains that trauma is not the event; it’s what happens inside our body as a result of the event.

As an organization strives to become Trauma-Informed and Resilient, understanding toxic stress and trauma’s effects is a crucial first step. In my previous blog post, I introduced N.E.A.R. Science as a key support for creating a Trauma-Informed, Resilient Workplace. A deep understanding of the N.E.A.R. Science model, Neurobiology, Epigenetics, Adverse Childhood Experiences (ACEs), and Resilience provides a practical understanding of how trauma and toxic stress can impact you and your staff. 

Let’s break down the N.E.A.R. Science model to see how to use this information in the workplace.

Neurobiology studies the brain and how stress can affect its structure. The brain is critical to understanding humans’ responses to stress and how that works in our bodies. Returning to the carnival ride, some people respond to stressors in life and can handle the stress with the support in place. They know that the world is overall safe. They have the protective factors to be resilient and can “do it again”! Other people will react to the stressors by seeing the world as scary and lonely; they don’t have the protective factors and agency to be resilient and falter in moving forward. They  “never want to do that again!” Each reaction is the person’s experience, and both are valid.

Epigenetics studies how the environment and behaviors can affect how our genetic code is expressed. It helps us better understand people’s varied responses to traumatic and stressful events based on intergenerational trauma. There is ongoing research into epigenetics, and the Harvard Center on the Developing Child is an excellent resource with an infographic that explains epigenetics and how it relates to child development. Reasons for a person’s or a group’s responses to the carnival ride (or other events) may lie in a person’s epigenetics. 

ACEs (Adverse Childhood Experiences) are children’s experiences from birth to age 18. These types of experiences can have long-term negative health implications for adults. The research study included ten specific traumatic events studied in the 1990s through Kaiser Permanente. The results showed that ACEs are common in the population; over 64% of adults said they had experienced at least one event, and nearly 1 in 6 reported four or more. There was a strong correlation between the number of ACEs and adverse health outcomes in the group with four or more ACEs. The Centers for Disease Control (CDC) has more information about ACEs and their implications on our population. These experiences cause toxic stress in a child, which can cause long-term negative impacts. In the example of the carnival ride, the child comes off the ride and is made fun of for their response to the experience, or there is no one there to comfort them. If this happens repeatedly, the stress builds up and can affect the stress response system in the body.

Resilience, the ability to bounce back from adversity, is nurtured through the protective factors established within our community or individually. Research has shown that these protective factors and Positive Childhood Experiences (PCEs) can mitigate the effects of ACEs. The support of friends and family, community members, and schools can have a positive long-term impact on the health of adults. In the example of the carnival ride, a child steps off and is scared, but another person is there who can comfort them. The child can feel safe about the experience, and the other person cheers them on to try more. This is an example of the protective factor of another person to mitigate the stress of the experience.

We often feel like we are on a carnival ride in our work and life. You or your staff members may react like one of my children to a stressful situation. When we have unresolved issues from childhood, those stressful experiences can bring on reactions that you or staff members may not fully understand the origin. The N.E.A.R. Science model helps your team to move from wondering, “What is wrong with that person?” to “What has happened to that person?” This shift can bring empathy and compassion to our interactions with team members.

The N.E.A.R. Science model provides a comprehensive view of the impact of trauma and ways to build resilience through individual practices and system-wide changes. When we grasp the principles of N.E.A.R. Science, we gain a deeper understanding of the individual and how they navigate life experiences. This understanding allows us to implement practices to help staff better understand and address their needs, leading to a more supportive and effective work environment.

Being Trauma-Informed in Your Organization

A few weeks ago, I wrote a post about being your best and that your best will change from moment to moment, day to day, and year to year. As humans, we each have our unique personalities and characteristics. We don’t need to fix ourselves; we need to learn and practice skills that allow us to be who we are.

Over the past year, we’ve witnessed a significant departure of staff from the helping professions. In a recent meeting with social service agencies, a leader reported a staggering 60% vacancy rate. Even in schools, we’ve seen teachers leaving their positions mid-year due to stress and burnout. This is a pressing issue that demands our immediate attention. 

Practicing well-being skills can be the individual’s responsibility and supported by organizational values and goals. An organization that understands the effects of trauma and stress on people and promotes well-being and self-care activities for the staff yet makes unrealistic demands and expectations for productivity are not walking the talk. Traumatic events and toxic stress are the contributors to burnout. According to research on trauma, 90% of adults experience a traumatic event at least once in their lives. Trauma can be any perceived harm with adverse effects on one’s functioning or well-being (SAMSHA).

What is a Trauma-Informed Organization?

According to the Substance Abuse and Mental Health Services Administration (SAMHSA), a trauma-informed organization strives to meet four criteria:

  1. Realize the widespread impact of trauma
  2. Recognize the signs and symptoms of trauma
  3. Responds by fully integrating knowledge about trauma into practice and 
  4. Actively resists retraumatization.

Implementing the 4R framework can be a transformative, multi-year journey for any organization or school. This approach, which includes strategic planning, training, coaching, and collaboration among leadership and staff, has the potential to significantly improve the well-being and resilience of your workplace. 

What can organizations do to support a Trauma-Informed, Resilient workplace?

  1. Understand how trauma and toxic stress can affect yourself and your staff. Everyone in leadership must deeply understand the N.E.A.R. Science model, Neurobiology, Epigenetics, Adverse Childhood Expereinces (ACEs), and Resilience to put in place the protective factors needed for staff.
  1. Review the policies in place and identify changes that need to be made that align with the 4R’s framework. 
  1. Create safety: physical and emotional safety is one of the key principles of a trauma-informed, resilient workplace. Establish safety by promoting a “culture of wellness” that moves an organization from burnout to resilience. This culture of wellness can be fostered through regular check-ins, open communication, and providing resources for self-care.
  1. Skills development to build staff resources and resilience. These can include emotional intelligence training, communication workshops, and wellness practices. These skills allow us to understand and gain insight into others and ourselves.

These four points are a starting point to help leaders set the tone for the organization’s culture and develop a path to supporting everyone within it.

Change takes time; however, interventions from the organizational level have the highest impact and require thoughtful planning. This is a real paradigm shift. It is changing the way organizations or schools support families, children, and youth to prevent the exit of highly qualified professionals affected by burnout.

Leadership commitment is crucial on the path to a trauma-informed, resilient organization or school. This commitment not only fosters a supportive workplace for staff but also paves the way for the growth and well-being of the clients we serve. It’s a mission-driven responsibility that we, as leaders in the helping profession, must uphold. 

If you are looking for a place to start on the path to a Trauma-Informed, Resilient organization or school, please reach out to see how we can collaborate on the journey.