• Trauma Informed

    By viewing a child’s experiences through a trauma lens, it is recognized that behaviors (e.g., disruptive behavior, difficulty engaging, or trouble learning) may be a student’s attempt to communicate an emotional need or to cope with symptoms of trauma. By shifting away from a deficit approach, exemplified by the question, “What is wrong with you?” and asking instead, “What happened to you?” an opening to begin the process of support and recovery is created.

    This approach not only aids the healing process for individuals who have experienced trauma, but it also increases the likelihood of early detection and early intervention. Evidence shows that the healing process plays a key role in a student’s ability to learn and achieve in school and in life.

    In decades of research with diverse populations and situations, there is a striking consistency in findings about what makes a difference. Basic adaptive systems are important for resilience and extends beyond the individual person into other social and cultural systems. 

    Basic Adaptive Systems:

    • Capable caregiving and parenting
    • Other close relationships
    • Problem-solving skills
    • Self-regulation skills
    • Motivation to succeed
    • Self-efficacy
    • Faith, hope, belief life has meaning
    • Effective schools
    • Well-functioning communities


  • Understanding the Impact of Trauma on Learning

  • Impact on District Policy

  • Trauma Informed History

  • Publications/Partnerships

  • Contact

    Interim Director:

    LaKisha Johnson, LCSW, M.A. Ed, PPSC
    E: lakisha.bridgewater@lausd.net

    333 S. Beaudry Ave. 29th Floor
    Los Angeles, CA 90017

Quick Links

  • School Mental Health Brochure