As the commonwealth’s budget impasse drags on, it’s important not to get lost in the numbers. Well-funded and well-led school districts can change students’ lives.

We applaud the Post-Gazette’s Sept. 7 article “Educators Can Spot Emotional Baggage” for highlighting childhood trauma as a key issue facing our region’s students.

Many students who live in poverty come from neighborhoods and homes where they are exposed to a variety of traumas — including witnessing violence, losing a loved one and physical or sexual abuse. These children suffer harm that often manifests itself in the classroom.

When schools don’t have the resources to support students and teachers, students can be punished for behaviors that stem from the underlying trauma — including missing school, fighting and struggling academically. Schools may resort to excluding the very students who would benefit from increased attention. Such punishment reinforces a child’s trauma — penalizing the student for something that is not his or her fault — and pushes the child further away from school.

Improving schools for students who are experiencing trauma is possible. It takes both collaboration and school funding.

This money is well-spent. Studies show that schools that implement trauma-informed practices are more inclusive and see increased attendance and student achievement. Students learn how to develop healthy relationships, communication skills and tools for resolving conflict. These are skills all students, but especially students experiencing trauma, need to succeed — both in school and in life.

A fully funded formula for basic education dollars will direct resources to the students who need them most and give educators the tools to support the students.

CHERYL KLEIMAN
Staff Attorney
Education Law Center
Downtown

First Published: September 16, 2015, 4:00 a.m.