According to the Census Bureau, 14.3% of students, about 48 million, lived in poverty in 2024. We’re talking about lived experiences that can shape how students think, feel, and learn every single day. Students encounter stressors beyond financial strain, such as unstable housing, food insecurity, community violence, or family disruption. These challenges indicate that for […] The post How Poverty and Trauma Affect Student Learning and What Educators Need to Know appeared first on Teaching Channel.
According to the Census Bureau, 14.3% of students, about 48 million, lived in poverty in 2024.
We’re talking about lived experiences that can shape how students think, feel, and learn every single day. Students encounter stressors beyond financial strain, such as unstable housing, food insecurity, community violence, or family disruption. These challenges indicate that for many students, poverty and trauma are deeply intertwined.
As the weather gets colder here in my home state of Minnesota, and everything seems to be getting more expensive, these students and their families are on my mind. Not only am I worried about the stressors students experience, I’m also concerned about the long-term physiological effects of what this trauma does to their developing brains.
As the research on Adverse Child Experiences (ACEs) tells us, ongoing and/or unpredictable trauma becomes toxic stress: the kind that can overwhelm children emotionally and physically. When a child lives in conditions where basic needs are uncertain, their nervous system learns to stay on alert. If a student’s brain is working hard just to feel safe, there’s less mental capacity available for solving math problems, meeting behavior expectations, or participating in group work. The result isn’t a lack of ability – it’s a lack of capacity in the moment. This is one of the most urgent understandings educators can take with them into the classroom.
How Trauma-Informed Practices Support Students
It’s inspiring to know that trauma-informed schools can be powerful healing environments. Trauma-informed schools recognize that behavior is communication, asking, “What has this student been carrying, and what do they need to feel safe enough to learn?” Trauma-informed practices address the root causes of behavior, so students can actually learn new skills. These approaches typically involve:
- Predictable routines
- Clear and calm communication
- Opportunities for student voice and choice
- Relationship-building as an instructional priority
Trauma-informed teaching isn’t just for students who we know have experienced trauma, or just those living in poverty. Many students carry invisible histories. Trauma-informed practices are universal supports that create safety, belonging, and mutual respect in every classroom. Small shifts in practice can benefit all students: offering time to de-escalate, narrating calming strategies aloud, building community agreements rather than top-down rules, and normalizing that strong feelings are human, not disruptive.
And here’s the heart of it: connected, caring adult relationships are one of the strongest buffers against toxic stress. A supportive tone, a moment of patience, a classroom that feels predictable and welcoming are biologically healing things.
A Path Forward for Students Living in Poverty
Poverty and trauma do not define a child’s future, even if they can create barriers that feel insurmountable. When schools commit to trauma-informed practices, we’re reshaping and supporting what’s possible for students who carry far more than any child should.
If you’d like to learn more about assisting your students who live in poverty, check out our new course, 5366: Understanding the Impact of Poverty on Students and Learning
About the Author
Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.
Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!
Resources:
National Child Traumatic Stress Network. (n.d.). Complex trauma: Effects. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects
National Education Association. (n.d.). Trauma-informed practices. https://www.nea.org/resource-library/trauma-informed-practices
National Education Association. (n.d.). NEA trauma handbook. https://www.nea.org/resource-library/nea-trauma-handbook
SchoolSafety.gov. (n.d.). Strategies and resources to support trauma-informed schools. https://www.schoolsafety.gov/trauma-informed-practices
The Freedom Story. (n.d.). Why poverty can be traumatic. https://thefreedomstory.org/why-poverty-can-be-traumatic/
Thriving Schools. (n.d.). Adverse childhood experiences (ACEs) – A partnership for healthy students, staff & teachers.
https://thrivingschools.kaiserpermanente.org/aces/
The post How Poverty and Trauma Affect Student Learning and What Educators Need to Know appeared first on Teaching Channel.
