High Expectations, Not Excuses: Supporting Traumatized Students Without Lowering Standards

Teachers must maintain high levels of accountability in their classrooms, even for students who have experienced trauma. While it is essential to provide accommodations and support to help these students succeed, trauma should never be used as an excuse to lower expectations. Doing so not only hinders students' potential but also reinforces a harmful message: that they are incapable of overcoming adversity.

According to the Centers for Disease Control (CDC), "Adverse childhood experiences can have long-term impacts on health, opportunity, and well-being." Many students come to school with a history of trauma, whether it's abuse, neglect, or exposure to violence. However, it is critical that teachers understand that trauma-informed practices are not about excusing poor behavior or diminishing academic standards. Instead, they are about helping students navigate their challenges while still holding them accountable to high expectations.

The growing emphasis on social-emotional learning (SEL), restorative justice, and accommodations has sparked debate. While these approaches aim to support students emotionally and behaviorally, they can sometimes send an unintended message: that trauma justifies leniency and reduced expectations. This can lead to students being excused from meeting classroom standards, which ultimately does them a disservice. Research shows that when standards are lowered, students often fail to rise to their full potential.

Teachers must recognize that when a student misbehaves or struggles to meet expectations, it’s often a symptom of their trauma. However, rather than viewing the behavior as a personal affront, educators should see it as an opportunity to guide the student toward personal growth and academic success. By addressing the root causes of behavior and implementing strategies to support the student, teachers can help them meet high expectations despite their challenges.

Lowering expectations for traumatized students is not the answer. In fact, maintaining high expectations, coupled with appropriate supports, is essential for helping them overcome their past experiences and achieve success. According to research on resilience, students who are held to high standards, even in the face of adversity, are more likely to develop the grit and determination necessary to succeed. They learn that they are capable of overcoming obstacles, which fosters a sense of self-efficacy and confidence.

SEL and trauma-informed practices are valuable tools in education, but they must be implemented with care. The goal should not be to remove expectations, but to help students meet them. For example, a student who has experienced trauma may need additional time to complete assignments, but the rigor of the assignments should remain the same. A student may need a mental health break, but they should still be held accountable for their behavior and academic performance.

Data also supports the idea that structure, consistency, and high expectations are beneficial for all students, particularly those who have experienced trauma. A study published in the *Journal of School Psychology* found that students who experienced trauma but were held to high expectations showed significant academic improvement and behavioral gains compared to those whose teachers lowered expectations.

In conclusion, while trauma must be acknowledged and supported, it should never be used as a reason to lower expectations. Teachers must understand that their role is to help students rise above their circumstances, not to enable them to remain stagnant. High expectations, combined with appropriate support, provide the best pathway for students to succeed despite their past challenges. The belief that students are capable, regardless of their trauma, is essential for fostering resilience and academic achievement.

Resources

1. Centers for Disease Control and Prevention (CDC) – Adverse Childhood Experiences (ACEs) and their impact on health, opportunity, and well-being.

2. Research on resilience and high expectations in education.

3. *Journal of School Psychology* – Study on trauma-exposed students showing academic and behavioral gains when held to high expectations.