• Trauma Defined      

    Trauma is:

    • Pervasive
    • Broad and diverse in impact
    • Deep and life-shaping
    • Often self-perpetuating and differentially affects the more vulnerable
    • Apparent in how people approach services
    • Sometimes caused by service system that has often been traumatizing and/or re-traumatizing

    Trauma is not:

    • When you get a poor performance review
    • When you have a bad day
    • To be generalized to such an extent that you minimize the true scope of trauma as defined


    Trauma-informed care is not designed to treat symptoms or syndromes related to abuse or trauma. Instead, the primary purpose is to deliver mental health, addictions, housing supports, vocational, or employment counseling services, etc., in a manner that acknowledges the role that violence and victimization play in the lives of most consumers of mental health and substance abuse services. This understanding is used to design service systems that accommodate the vulnerabilities of trauma survivors and allow services to be delivered in a way that will facilitate consumer participation that is appropriate and helpful to the special needs of trauma survivors.


    Adverse Childhood Experiences (ACEs)

    National Adverse Childhood Experiences (ACE) Stud

    Childhood Trauma: Consequences for the Brain


    Protective Factors

    40 Asset List Ages 5-9 for children grades K-3

    40 Asset List Ages 8-12 for Middle Childhood

    40 Asset List Ages 12-18 for Adolescents


    Professional Development Childhood Trauma: Consequences for the Brain

    In this four-part series, participants will be introduced to the concept of developing a trauma-informed lens to view student behavior in the school setting. Participants will learn how traumatic experiences can impact a child’s brain development and health. The Adverse Childhood Experiences (ACEs) study will be explored, and participants will learn about the long-term health implications of childhood trauma. Participants will also explore case-study examples to identify ways in which traumatic experiences can affect student academic performance and behavior in the classroom.

    The Illinois MTSS-N website - www.ilmtss.net - has been designed to make it easy to access complete information about upcoming face-to-face trainings, webinars, or events and to register at a location near you.



    Resilience is not only for students. All of us face adversity. The ability to bounce back with new learning and strength can make a difference for our school communities. Each of us has a path to reaching our full potential.

    • We all benefit from supportive relationships focused on growth and well-being.
    • Learn about teacher resilience, building protective factors in schools, building self-efficacy in students and other ways to build hope and strength in all of us.   


    Trauma - Sensitive Lens 

    • A lens through which we evaluate all student supports
    • Drives not only what we do, but how we do it
    • Focus is on the underlying need


    Student Challenges are most often an expression of:

    Unsolved problems, lack of skills, and unmet needs.