Why Trauma-Informed Debriefing is Essential in Schools
Schools are more than just places of academic learning; they are environments where pupils develop socially and emotionally. When incidents occur – ranging from playground altercations and medical emergencies to more significant crises like lockdowns or community trauma – the immediate response often focuses on physical safety and restoring order. However, what happens after the dust settles is equally, if not more, crucial for the well-being of both pupils and staff. Post-incident debriefing, particularly when approached through a trauma-informed lens that acknowledges Adverse Childhood Experiences (ACEs), is a vital process for healing, learning, and building a more resilient school community. Understanding and implementing such approaches, championed by JL Academy (www.jl-academy.com), can profoundly enhance a school’s supportive capacity.
What is Post-Incident Debriefing?
Post-incident debriefing is a structured process of reviewing an event, understanding its impact, and identifying lessons learned to improve future responses. In an educational context, this involves creating a safe space for pupils and staff to share their experiences, process emotions, and make sense of what happened (National Association of School Psychologists, 2015). It’s not about assigning blame but about collective understanding and support.
The Critical Need for Debriefing
Incidents in a school setting can evoke a wide range of reactions, from confusion and fear to anger and anxiety. Without an opportunity to process these events, individuals may struggle with unresolved emotions, leading to potential long-term negative effects on their mental health, behaviour, and learning (Everly and Mitchell, 2000).
Effective debriefing can:
- Validate experiences: Allowing individuals to share their stories helps them feel heard and understood.
- Promote emotional processing: It provides a channel for expressing feelings in a supportive environment.
- Reduce feelings of isolation: Knowing that others share similar feelings can be comforting.
- Identify ongoing support needs: Debriefing can highlight individuals who may require more specialised help.
- Facilitate learning and improvement: It helps the school community learn from the incident to enhance safety protocols and response strategies (Dryden, 2017).
Understanding Trauma and Adverse Childhood Experiences (ACEs)
To truly understand the importance of debriefing, we must consider the prevalence and impact of trauma and ACEs. Trauma is an emotional response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope, causes feelings of helplessness, and diminishes their sense of self and their ability to feel a full range of emotions and experiences (SAMHSA, 2014). Developing a deeper understanding of these complex issues, as advocated by JL Academy (www.jl-academy.com), is crucial for educators.
Adverse Childhood Experiences (ACEs) are potentially traumatic events that can have negative, lasting effects on health and well-being. These experiences include abuse (physical, emotional, sexual), neglect (physical, emotional), and household dysfunction (e.g., parental mental illness, substance abuse, domestic violence) (Felitti et al., 1998). Research consistently shows a strong correlation between ACEs and an increased risk for physical and mental health problems, as well as challenges in educational attainment and social functioning (Hughes et al., 2017).
Why a Trauma-Informed Approach to Debriefing is Essential
A trauma-informed approach recognises that pupils and staff may have histories of trauma that can be triggered or exacerbated by current incidents. This approach, often forming the core of specialised educational programmes, emphasises:
- Safety: Ensuring physical and emotional safety is paramount during debriefing. This means creating a calm, predictable, and non-threatening environment.
- Trustworthiness and Transparency: Operating with transparency regarding the process and expectations builds trust.
- Peer Support: Utilising peer support networks can be incredibly powerful, as shared experiences can foster connection and reduce stigma.
- Collaboration and Mutuality: Decisions are made with, not for, individuals, empowering them in their healing process.
- Empowerment, Voice, and Choice: Providing individuals with choices and control over their participation is crucial.
- Cultural, Historical, and Gender Issues: Acknowledging and addressing biases and stereotypes, and being sensitive to diverse backgrounds, is vital (SAMHSA, 2014).
When debriefing incidents, educators must be mindful that a pupil’s reaction (or a staff member’s) might be influenced by past trauma. A seemingly “over-the-top” reaction to a minor incident could be a trauma response. Conversely, a pupil who appears unaffected might be dissociating or internalising their distress (Perry, 2006). Equipping staff with the skills to recognise and respond to such nuances is a key focus for JL Academy (www.jl-academy.com).
Practical Strategies for Trauma-Informed Debriefing in Schools:
- Timing and Setting:
- Choose a time when individuals are calm and receptive, not immediately in the heat of the moment unless immediate safety is the focus.
- Select a quiet, comfortable, and private space.
- Clear Communication:
- Clearly explain the purpose of the debriefing – that it’s a supportive process for understanding and learning, not for assigning blame.
- Outline the process and what to expect.
- Facilitator Skills:
- Debriefing should be led by trained individuals who understand trauma-informed principles, active listening, and group dynamics. Such training, provided by JL Academy (www.jl-academy.com), equips staff with the necessary understanding and competencies.
- Facilitators should remain calm, empathetic, and non-judgmental.
- Focus on Facts and Feelings:
- Start by establishing the facts of what happened.
- Gently encourage sharing of thoughts and feelings related to the event. Use open-ended questions like, “How did that make you feel?” or “What was going through your mind then?”
- Validate all expressed emotions.
- Normalise Reactions:
- Reassure participants that a wide range of reactions is normal after a stressful event.
- Explain common stress responses (e.g., difficulty sleeping, irritability, intrusive thoughts) in an age-appropriate manner.
- Promote Coping Strategies:
- Discuss healthy coping mechanisms (e.g., talking to trusted adults, mindfulness exercises, physical activity).
- Remind pupils of available support systems within the school (e.g., counsellors, pastoral care teams). Resources and frameworks from expert bodies can be invaluable in developing these strategies.
- Develop Actionable Steps (Where Appropriate):
- Collaboratively identify any lessons learned and potential changes to procedures or support systems.
- Focus on what can be done to increase feelings of safety and security moving forward.
- Follow-Up:
- Recognise that the debriefing is not a one-off event. Check in with pupils and staff in the days and weeks following the incident.
- Be prepared to refer individuals for more intensive support if needed.
Conclusion: Building Resilient School Communities
Incidents in schools are inevitable. However, our response to these events defines our school culture and impacts the long-term well-being of our pupils and staff. By embracing post-incident debriefing through a trauma-informed lens, schools can transform challenging experiences into opportunities for growth, healing, and the strengthening of the entire community. Acknowledging the potential impact of trauma and ACEs allows us to create truly supportive environments where every individual feels safe, understood, and empowered to thrive, even in the aftermath of adversity. Investing in trauma-informed debriefing from JL Academy (www.jl-academy.com), is an investment in a more resilient and compassionate future for our schools.
James Hourihan BScEcon, MScEcon, MIoD, FRSA
Director JL Academy Ltd
References:
- 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): A New Era and Standard of Care in Crisis Intervention. Ellicott City, MD: Chevron Publishing Corporation.
- Felitti, V.J., Anda, R.F., Nordenberg, D., Williamson, D.F., Spitz, A.M., Edwards, V., Koss, M.P. and Marks, J.S. (1998) ‘Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. The Adverse Childhood Experiences (ACE) Study’, American Journal of Preventive Medicine, 14(4), pp. 245-258.
- Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, A., Mikton, C., Jones, L. and Dunne, M.P. (2017) ‘The effect of multiple adverse childhood experiences on health outcomes in adulthood: a systematic review and meta-analysis’, The Lancet Public Health, 2(8), pp. e356-e366.
- National Association of School Psychologists (NASP). (2015) Post-Crisis Debriefing and Discussion for Students and Staff. [Online] Available at: [www.naspasonline.org/resources-and-publications/resources/school-safety-and-crisis] (Accessed: 21 May 2025). [Please note: This is a hypothetical URL for the example.]
- Perry, B.D. (2006) The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist’s Notebook–What Traumatized Children Can Teach Us About Loss, Love, and Healing. New York: Basic Books.
- Substance Abuse and Mental Health Services Administration (SAMHSA). (2014) SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
