Why Trauma-Informed Debriefing is Essential in Schools
By James Hourihan | Director, JL Academy
Schools are more than just academic hubs; they are the primary environment where young people develop socially and emotionally. When incidents occur—ranging from playground altercations and medical emergencies to more significant crises like lockdowns—the immediate response naturally focuses on physical safety and restoring order.
But what happens after the dust settles?
Post-incident debriefing is vital for the well-being of both pupils and staff. However, standard debriefing is often insufficient. To truly build a resilient school community, we must apply a trauma-informed lens that acknowledges Adverse Childhood Experiences (ACEs).
This blog explores how understanding these approaches, championed by JL Academy, can transform how schools heal and learn.
What is Post-Incident Debriefing?
Post-incident debriefing is a structured review process. It is not about assigning blame; it is about collective understanding. In an educational context, it involves creating a safe space for pupils and staff to process emotions and identify lessons learned (National Association of School Psychologists, 2015).
Without this processing time, individuals may struggle with unresolved emotions, leading to long-term issues with mental health, behaviour, and learning (Everly and Mitchell, 2000).
Effective debriefing serves five key functions:
- Validation: Making individuals feel heard and understood.
- Processing: Providing a channel to express feelings safely.
- Connection: Reducing isolation by sharing similar feelings.
- Identification: Highlighting who needs specialised help.
- Improvement: Enhancing future safety protocols (Dryden, 2017).
The Context: Understanding Trauma and ACEs
To understand why we debrief, we must understand who we are debriefing. Trauma is an emotional response to a deeply distressing event that overwhelms an individual’s ability to cope (SAMHSA, 2014).
Adverse Childhood Experiences (ACEs) are potential traumatic events with lasting negative effects, such as abuse, neglect, and household dysfunction. Research consistently shows a strong correlation between ACEs and challenges in educational attainment and social functioning (Hughes et al., 2017).
Caption: How early adversity layers up to affect a child’s development and reaction to stress.
Why the Trauma-Informed Lens is Non-Negotiable
A trauma-informed approach recognises that a pupil’s (or staff member’s) reaction to an incident is often influenced by their history. A “minor” incident might trigger a massive trauma response, or a distressed child might appear misleadingly calm due to dissociation (Perry, 2006).
The 6 Pillars of Trauma-Informed Debriefing
Educational programmes like those at JL Academy emphasise the following principles:
- Safety: Creating a physically and emotionally safe environment.
- Trustworthiness: Operating with total transparency regarding the process.
- Peer Support: Utilising shared experiences to reduce stigma.
- Collaboration: Making decisions with individuals, not for them.
- Empowerment: Ensuring the individual has a voice and choice.
- Cultural Sensitivity: Addressing biases and respecting diverse backgrounds.
Practical Strategies for Schools
How do we move from theory to practice? Here is a roadmap for effective debriefing.
1. Timing and Setting
- Wait for Calm: Do not debrief in the “heat of the moment” unless immediate safety is at risk.
- Environment: Select a private, comfortable space free from interruptions.
2. The Facilitator
- Training is Key: Debriefing should be led by staff trained in active listening and group dynamics. JL Academy provides specialised training to equip staff with these competencies.
- Stance: The facilitator must remain non-judgemental and empathetic.
3. The Process: Facts and Feelings
- Establish Facts: Briefly agree on what happened to ground the discussion.
- Explore Feelings: Use open-ended questions like, “What was going through your mind?”
- Validate: Acknowledge that all expressed emotions are valid.
4. Normalise and Cope
- Reassure: Explain that stress responses (sleeplessness, irritability) are normal reactions to abnormal events.
- Strategise: Discuss healthy coping mechanisms (mindfulness, talking to trusted adults) and remind pupils of available pastoral support.
5. Future Focus
- Actionable Steps: Collaboratively identify lessons learned. What can we do to increase safety moving forward?
- Follow-Up: Debriefing is not a one-off. Check in with participants in the days following the event.
Conclusion: Building Resilient Communities
Incidents in schools are inevitable, but psychological damage is not. Our response defines our culture.
By embracing post-incident debriefing through a trauma-informed lens, schools can transform challenging experiences into opportunities for growth. Investing in these skills via JL Academy is an investment in a safer, more compassionate future where every student is empowered to thrive.
James Hourihan BScEcon, MScEcon, MIoD, FRSA
Director, JL Academy Ltd
References
SAMHSA. (2014) SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884.
Dryden, J. (2017) Effective Debriefing: A Practical Guide to Make Every Experience a Learning Experience. San Francisco: Jossey-Bass.
Everly, G.S. Jr. and Mitchell, J.T. (2000) Critical Incident Stress Management (CISM). Ellicott City, MD: Chevron Publishing Corporation.
Felitti, V.J. et al. (1998) ‘Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults.’ American Journal of Preventive Medicine, 14(4).
Hughes, K. et al. (2017) ‘The effect of multiple adverse childhood experiences on health outcomes in adulthood.’ The Lancet Public Health, 2(8).
National Association of School Psychologists (NASP). (2015) Post-Crisis Debriefing and Discussion for Students and Staff.
Perry, B.D. (2006) The Boy Who Was Raised as a Dog. New York: Basic Books.
