Facilitating Post-Traumatic Growth in Education
By Didi Ananda Devapriya
Surprising Trauma Statistic
On a cold March day in 2022, I was sitting in an orange tent packed with about thirty first responders and volunteers, at our first “PFA” (Psychological First Aid) training at the Siret border between Romania and Ukraine. Refugees fleeing the war were pouring into the country, many in a state of shock, grief, stress, or anxiety. When I lead workshops on trauma and ask the group, “How many people exposed to the same traumatizing event will develop the symptoms of post-traumatic stress disorder (PTSD)?”, usually they guess between 50%-75%. However, in that first PFA, I learned a fact that surprised and impressed me: in reality, the statistic is that 10-20% will develop the long-term debilitating symptoms of PTSD.1 Only 10-20%!
What caught my interest is that, despite our popular beliefs, it means that the other 80-90% will recover. There are, of course, the normal responses to an abnormal situation that nearly all will experience in the short term, but in the vast majority of cases, within 1-2 months those reactions normalize. What is the difference then between the 10-20% that are more deeply traumatized and those that recover? How can we support and build up community and individual resiliency? What are the implications for educators?
PTSD: what it is, what it is not
First of all, it is important to understand what PTSD is and what it is not. The term “PTSD” entered the DSM III in the 1980s, thanks to the advocacy efforts of combat veterans and mental health professionals following the Vietnam war. Many veterans were suffering severe long-term psychological symptoms, interfering with their ability to function in society. Slowly the term expanded to encompass other forms of trauma, including physical, emotional or sexual abuse in childhood, and other forms of violence or assault, whether experienced directly or witnessed.
The official recognition of PTSD has led to more effective forms of treatment that could address the root causes of distress, not just the symptoms. The term soon entered mainstream discourse and at this point, it has become a household word. However, in recent years, in popular culture, it has begun to be used quite loosely to encompass an ever-widening spectrum of experiences, including some that are part of the challenges, difficulties, obstacles and wounding that are an inevitable part of life. Trauma, on the other hand, is defined as an experience that overwhelms the nervous system’s ability to integrate it. It can result from a single event, such as an accident or assault, or an ongoing situation such as abuse, neglect, or war.
“One can compare traumatic events (or life challenges) to “earthquakes” that can severely “shake, challenge, or sometimes shatter” the way individuals perceive the world and their place in it. Therefore, because they challenge the individual’s assumptive world (Parkes, 1970), these “seismic events” have a great life-changing potential.”2
The Risk of Trivializing Trauma
While the awareness of the importance of early experiences and traumas has led to significant positive changes in parenting and educational practices, towards more child-centered and trauma-informed approaches, it has also created some over-simplified misconceptions for non-specialists, and sometimes a type of “trauma-phobia”. For example, it can lead to over-protective forms of caregiving, attempts to shield children from all discomforts and challenge, fearing they may be traumatized, instead of focusing on building up their confidence and resiliency.
“What was once a clinical term denoting severe psychological injury has morphed into a catch-all phrase for any form of emotional discomfort or life challenge.”
“By pathologizing these common experiences and labelling them as trauma responses, we risk creating a generation that views itself through a lens of damage and victimhood, potentially undermining personal growth and resilience. This self-labelling can be profoundly problematic. It risks trivializing genuine trauma, discourages personal responsibility, and may prevent individuals from seeking appropriate help or developing crucial coping skills. This trend not only misrepresents the nature of trauma but also undermines the importance of resilience, growth, and the human capacity to overcome adversity.”3
As educators who aim to create the foundations for developing a strong, empowered future generation, it is important to explore how to be sensitive to providing support to those that may have experienced trauma, in a way that will increase the resiliency of all children.
Facilitating Post Traumatic Growth
There is a relatively new concept, that I find empowering: “Post Traumatic Growth” or PTG. The term was invented by psychologists Tedeschi and Calhoun in 1995, and despite popular opinion to the contrary, rather than being indelibly damaged and marked by the traumas we face, human beings have incredible resiliency. These researchers found that most people experience improvements following a traumatic experience, in at least one of five domains: personal strength, deeper relationships with others, new perspectives on life, appreciation of life, and spirituality.
PTG and the Tantric Approach to Life
These findings coincide with timeless spiritual teachings present in cross-culturally in many traditions, including Shrii Shrii Anandamurtii’s teaching in the Ananda Sutram, “Obstacles are helping forces that establish one in the goal”. Tantra Yoga in particular is an approach to spiritual growth that is based on the belief that boldly facing and even embracing hardships with the spirit of a “spiritual warrior” for the purpose of selfless service is one of the great accelerators of inner development.
Roberto Assagioli, the founder of Psychosynthesis, which predates the more recent conceptualization of PTG, similarly emphasized the role crisis can play in catalyzing personal transformation and spiritual development. He taught that working to integrate painful experiences not only transcends wounds, but can become a source of deeper meaning, wholeness and integrity. “Every crisis, every conflict, contains the possibility of growth, of awakening new energies and capacities within us.” Assagioli
As Ernest Hemingway eloquently said in “A Farewell to Arms”: “The world breaks everyone, and afterward, many are strong at the broken places.” Indeed, PTG research indicates that while resiliency refers to the ability to “bounce back” and return to the same state as before a traumatic event, PTG occurs when people experience more than just a return to normalcy. Rather, they gain new insights, strengths and valuable lessons in their personal growth.
The PTG Working Group: Transformation vs Trauma
I was invited by Marilyn Mehlmann, from Legacy17 in Sweden, to participate in a working group of eleven professionals who have drafted “State of the Art / Trauma and PTG”. Here is an excerpt:
“Traumatic experience does not always lead to mental ill-health and does not always require treatment. The question is: when does it become something that can be built upon positively? And how can we support this? Emerging theories and praxis of PTG – Post-Traumatic Growth – point to some answers and invite more.”
“If it’s in time, then it’s education; if it’s too late, it’s therapy.” – Roberto Assagioli
As Eric Godsey puts it: trauma is essentially a question to the psyche:
“What is the adaptive response to this experience?
- – The question unanswered creates traumatic symptoms.
- – The question answered creates transformation.
The gift of trauma is that if the question can be answered, the wound of trauma becomes the womb through which the organism is transformed and reborn.”
PTG can also be seen as part of positive psychology, which emphasizes taking a strengths-based approach, versus a deficit or pathologizing model. This also aligns well with the more “synthetic” vs “analytical” approach of Shrii P.R. Sarkar’s Biopsychology, which primarily focuses on the journey towards a transcendent, inspirational, spiritual goal, rather than focusing on analysis of limitations and their causes. One of the core concepts underpinning the practice of mantra meditation is “As you think, so you become”. The constant effort to focus the mind towards the pure, radiant, transcendent consciousness at the essence of being gradually transforms one’s existence into a state of blissful awareness. On the other hand, if one identifies with traumas or other bondages, their limiting power increases its hold. While the scars that we bear are an important part of who we are, we are so much more than the worst things that have ever happened to us. Systems such as “Radical Forgiveness” can help release a victim identity by seeing the gift of strength, compassion, or empathy that even the most traumatic experiences have given us in our journey towards wholeness.
The Phoenix Project for Strengthening the Resiliency of Ukrainians
In Ukraine, I have been involved in developing the “Phoenix Project.” We chose the mythological phoenix as the central metaphor of the project as it is one of eternal rebirth and regeneration out the ashes of destructive fire. The project aims to strengthen the resiliency and PTG of Ukrainians facing the extra stress generated by living in a conflict zone.
In the summer of 2024, I led trainings for about 20 volunteers, many of whom were then involved in leading two “Phoenix Journeys” camps for a total of about 65 internally displaced (IDP) children, many of whom had lost parents in the war. I led similar trainings for teachers and social workers from NGOs working in Kyiv, which included a yoga session that we held in a beautifully decorated bunker because of air raid sirens. Meanwhile, Kate Prokopenko also recorded 30 training videos for use in future trainings, and a website is underway. We are also in the process of putting together a new collection of therapeutic stories written under the guidance of author Susan Perrow. Since the summer, our local team led by Stanislav Kunts and Sergei Poltavchenko have continued to develop innovative programs for IDP youth, including the “Breath of Life” (7 seminars with 200+ visitors) and “Hero with a Thousand Faces” (2 camps and 1 course with 110 teenagers), benefitting almost 330 people, including IDPs, veterans, soldiers’ families and young people from frontline regions (namely, from the “Baida” organization in Zaporizhzhia).
Partnering with UIED in Kyiv
I have also established a partnership with Olha Prosina from the Ukrainian Institute of Education Development within the National Academy of Pedagogical Sciences, represented by the Rector, Mykola Kyrychenko, as well as a department of the Ministry of Education dedicated to the modernization of Ukrainian education, led by Natalia Sofii. Together with Legacy17, ISSA and AMURTEL we will be applying for Erasmus+ funding to develop both pre-service and ongoing professional development training and materials to support Ukrainian teachers and children who are experiencing migration, either internally in Ukraine or throughout Europe.
The planned project will draw on the experiences gained working with Ukrainian refugees, including teachers and children, in Romania, as well as the current work with IDP teens in Ukraine.
The Key to Building Resiliency
When leading resiliency workshops with Ukrainians, I always invite participants to brainstorm the ways that they are already keeping themselves strong. The list that we generate together includes many things: time with pets, exercise, yoga, rest, gardening, hobbies like knitting, reading, helping others, laughing, good relationships, family, time in nature, seeking meaning, cultivating gratitude, spirituality and religion.
Of these, what is the key that makes the difference between the 10-20% who will develop PTSD and those who recover well? It is the quality of one’s relationships. When we have someone to turn to, someone to listen, to give a warm hug, to feel we are not alone, and to feel belonging and supported, we thrive. Knowing this is empowering. One of the primary PTSD prevention strategies is to build up strong community relationships and to ensure that nobody is left behind in isolation, especially during traumatic events. It is critical to look for the person or child who is withdrawn, non-communicative and isolated, and offer them the gentle support of non-invasive companionship. We can also think how to create space for expressing emotions, connection, listening and valuing each other.
When the Cup Overflows
On the other hand, those most likely to develop PTSD after exposure to trauma are often those who had pre-existing vulnerabilities: mental health conditions like depression, anxiety or serious mental conditions, disabilities, marginalisation, severe poverty, domestic violence, abuse, neglect, alcoholism, or substance abuse, are just a few examples.
I use the metaphor of a cup to represent our tolerance to stress. All of us experience days where stressful experiences spiral and keep filling up the cup until it overflows. That is when we have a “melt down”, losing control and acting in impulsive, reactive ways that we later regret, or simply shutting down. Ongoing stress, like exposure to war or pre-existing vulnerabilities, keeps the cup fuller than usual. All of the resiliency strategies listed above are ways to “empty the cup” and bring our stress level back within a manageable range.
The Breath of Life
However, it isn’t always possible to stop what we are doing and garden. And maybe our friend isn’t available to listen to us. There is, however, something we can always do, anytime, anywhere, and that something will immediately “empty our cup” and reset our nervous system. Deep, slow “belly breathing” triggers the relaxation response and turns off the stress response in the brain. Settling the breath also allows us to connect to inner resources and open up to positive self-talk.
Bending not Breaking in the Storms
When the branches of a tree are filled with living sap, they bend easily even in the powerful gusts of a storm. When they become dry and brittle, the same branches will snap off. The tree draws underground water from its roots to keep its branches supple and resilient. Grass, on the other hand, depends on the rain to stay green. In the summer, when rain is scarce, the grass turns dry and yellows, whereas the leaves of the trees stay green and fresh. When we are dependent on external sources of love and attention, we are more vulnerable when they are not available. When we send our roots deeper and access the underground waters of spiritual meaningfulness, inner connection, peace and love within, we can withstand great storms and dry droughts.
What Are the Implications for Educators
Many of the factors that can increase vulnerability to trauma may be invisible, as educators only have indirect insights into family dynamics. The approach of “universal design” is especially relevant, as when strategies that improve self-regulation, social cohesion and meaningfulness are introduced into a classroom, they will benefit not only the vulnerable students, affected by trauma or adversity, but rather all students will benefit.
The study “Mindfulness in the Classroom”4 conducted by experts from Harvard and MIT, introduced mindfulness breathing techniques into classrooms in an eight-week school-based program for sixth graders. This randomized controlled trial demonstrated a significant correlation between self-reported mindfulness and better academic achievement and behavior outcomes, including the ability to sustain attention which is key for executive functioning and self-regulation.
Introducing very short, simple routines of quiet moments with deep breathing and guided relaxation or visualizations’, as well as stretching, balancing movements before classroom activities, does not disrupt routines and can enhance results for all students. In addition, creating space for children to express emotions and release tensions is important. Using the power of storytelling and metaphors is a powerful way to reframe stressful community experiences in resilient ways. One of the vital elements for any of these interventions to work effectively is the personal example of the adults. When adults are able to self-regulate, and have a rich inner life of spiritual meaningfulness, experience gratitude, look on the bright side of things, etc., they are able to transmit those attitudes to children. They become like an oak tree, a reservoir of peace and strength for the children, helping them to gain the courage and skills to become stronger in the broken places.
1. Kessler, R.C., et al. (2017). Post-traumatic stress disorder. The Lancet, 390(10101), 1211-1225
2. What Promotes Post Traumatic Growth? A Systematic Review. Henson, Truchot and Canevello)
3. Dr. Roger McFillin, “The Trivialization of Trauma: When Everything Becomes ‘Traumatic’,” Radically Genuine, Substack, April 19, 2024, https://drmcfillin.substack.com/p/the-trivialization-of-trauma-when
4. Transforming Education. (2019). Mindfulness in the Classroom: An Evidence-Based Guide. ERIC. https://files.eric.ed.gov/fulltext/ED601227.pdf