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Writer's pictureKimberly

It's Not Just "behavior"

Updated: Oct 30



It's a common and unfortunate trend for schools to focus on the term "behavior" rather than addressing the root causes like developmental trauma, ADHD, or other mental health challenges. This approach often results in punitive measures instead of providing the appropriate support and interventions needed to address the underlying issues. Here's why this happens and some steps you can take to advocate for a more trauma-informed approach:


Why Schools Focus on Behavior Instead of Trauma or ADHD


1. Lack of Training and Awareness:


- Many educators and school staff are not adequately trained to recognize and understand developmental trauma or ADHD. They are often more familiar with managing "behavioral problems" rather than identifying the underlying causes.


- Trauma-informed practices require specialized training, which not all schools invest in, leaving staff ill-equipped to provide the necessary support.


2. Systemic Emphasis on Compliance and Discipline:


- Traditional school environments emphasize compliance, order, and discipline. When children exhibit behaviors that deviate from these expectations, the focus tends to be on correcting the behavior rather than understanding why it occurs.


- Schools often implement behavior management systems like Positive Behavioral Interventions and Supports (PBIS), which may not be effective if the underlying issues, such as trauma or ADHD, are not addressed.


3. Avoiding Liability and Legal Obligations:


- If a school formally acknowledges that a student's behavior is rooted in trauma or ADHD, it may create legal obligations under IDEA or Section 504, requiring the school to provide accommodations and services that they might not be prepared or willing to offer.


- By labeling issues as "behavioral," schools might try to minimize their responsibility to provide mental health support and interventions, thus avoiding additional costs or legal implications.


4. Stigmatization and Misconceptions about Mental Health:


- Despite progress in mental health awareness, there is still significant stigma around conditions like ADHD and trauma. Schools may avoid these terms to prevent labeling or stigmatizing students.


- Misunderstanding developmental trauma or ADHD as “excuses” for behavior rather than legitimate conditions needing support leads to a focus on behavior modification rather than addressing root causes.


How to Advocate for Trauma-Informed and ADHD-Supportive Practices


1. Document and Highlight the Disconnect:


- Document incidents where the school focuses on behavior without addressing trauma or ADHD. Bring this documentation to ARD meetings and other discussions to highlight the disconnect between a student's needs and the school's approach.


- Use terms directly from educational guidelines or the TEA to emphasize the necessity of considering trauma, as well as the connection between ADHD and behavioral responses. Point out that addressing these root causes is a requirement for providing a FAPE under IDEA.


2. Request a Trauma-Informed and ADHD Evaluation:


- Formally request that the school conduct a trauma-informed evaluation as part of the student’s IEP or ARD process. This would require the school to bring in a professional experienced in trauma to assess how his history impacts his learning and behavior.


- Push for a Functional Behavioral Assessment (FBA) that specifically incorporates ADHD and trauma as contributing factors. This can help shift the focus from behavior alone to understanding the underlying triggers.


3. Engage with Advocates or Legal Counsel:


- Work with a special education advocate or attorney who understands trauma-informed care. They can help you frame your requests and communicate effectively with the school district to push for appropriate evaluations and interventions.


- An advocate can also accompany you to ARD meetings to ensure that the school's focus stays on developing a plan that addresses the real issues rather than superficial behavior management strategies.


4. Push for Trauma-Informed Training for Staff:


- Request that Katy ISD provide trauma-informed training for staff, particularly those working in special education and behavioral support roles. You can cite TEA guidelines that emphasize the importance of such training and create a case for the school to adopt it.


- Suggest specific training programs or professional development courses that focus on trauma-informed care and ADHD, emphasizing their necessity in helping staff understand and support students.


5. File a Complaint if Needed:


- If the school continues to focus solely on behavior and refuses to acknowledge ADHD or trauma, you may consider filing a complaint with the TEA or OCR. This action can push the school to change its practices and protect student rights under IDEA and Section 504.


Advocating for Policy Change Beyond Individual Cases


- Work with Advocacy Groups: Collaborate with local or state organizations that support children with disabilities or mental health needs to push for systemic changes in how schools address trauma and ADHD.


- Public Awareness Campaigns: Raise awareness within the community about the importance of trauma-informed practices and the impact of untreated ADHD on students. This can create broader support for changes in the school district’s policies.


- Board Meetings and Testimonies: Attend school board meetings to share your experience and advocate for policy changes that mandate trauma-informed training and ADHD support in the district.


By shifting the focus from behavior to the underlying causes, you can advocate for a more comprehensive and supportive approach for children facing similar challenges.

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