Understanding the Influence of Stress and Trauma on Student Behaviour and Academic Success

Stress and trauma can significantly impact students’ behaviour and their ability to learn in the classroom, leading to a range of adverse outcomes. Students experiencing high levels of stress or trauma may exhibit symptoms such as difficulty concentrating, irritability and emotional withdrawal, which can hinder their ability to learn and interact positively with others.

The Adverse Effects of Stress and Trauma on Student Wellbeing  

When students are stressed, anxious or dealing with adversity, it impairs their classroom behaviour, peer interactions and ability to actively engage in learning. Recognising these effects is essential to providing the necessary support. Here are some examples of ways in which stress and trauma can be demonstrated.

Emotional Dysregulation

Stress and trauma have the power to disrupt students' emotional regulation, making it difficult for them to manage their feelings appropriately. Emotional dysregulation can present itself as heightened anxiety, anger or sadness, which can impede students' ability to focus on tasks and participate positively in activities. This emotional turmoil can lead to increased disciplinary issues, as students may react impulsively or aggressively when overwhelmed.

Cognitive Impairment

Chronic stress and trauma can impair cognitive functions such as attention, memory and executive functioning. The constant state of alertness and the need to cope with traumatic experiences can drain cognitive resources, leaving little capacity for learning and problem-solving. This can result in lower academic performance and difficulties in following instructions and completing complex tasks.

Hyperarousal

Hyperaroused students are in a persistent state of heightened alertness. This can lead to symptoms like irritability, difficulty concentrating and being easily frightened. In the classroom, hyperaroused students might be restless, display disruptive behaviours or struggle to sit still and pay attention. These behaviours not only hinder their own learning but can also disrupt others.

Hypoarousal

Conversely, hypoarousal involves a state of emotional numbing or detachment. Students may appear withdrawn, unmotivated or disconnected from their surroundings. This state can significantly affect their engagement in class activities, participation in discussions and completion of assignments, leading to academic underachievement and social isolation.

Physical Symptoms

Stress and trauma can also manifest as physical symptoms, such as headaches, stomach-aches, fatigue or other bodily complaints. These ailments can result in frequent absences, tardiness or an inability to participate in activities, further interfering with academic performance and social interactions.

Social Withdrawal or Aggression

Affected students might exhibit social withdrawal, avoiding interactions with peers and teachers due to a lack of trust or feeling overwhelmed. This behaviour can be associated with the "freeze" response, where individuals feel immobilised and unable to engage. On the other hand, some students might display aggression as a defensive mechanism, which aligns with the "fight" response when feeling threatened or stressed.

Additionally, students may demonstrate the "flight" response, seeking to escape or avoid situations that trigger their stress or anxiety. Withdrawal and aggression can interfere with the development of healthy relationships and collaborative learning, which are essential components of the school experience.

Academic Avoidance

Students dealing with stress and trauma might engage in academic avoidance, finding it tough to start or complete schoolwork. This avoidance can stem from a fear of failure, low self-esteem or a lack of interest. Over time, this can lead to falling behind in schoolwork, lower grades and a decreased likelihood of academic success.

By understanding these effects—and acknowledging the fact that every student’s situation is different—educators can develop strategies to address their specific needs, ultimately promoting a more inclusive and supportive learning environment.

Reframing Behaviour: A Strategy for Managing Student Stress and Trauma

Reframing Behaviour is a new training programme developed in the US and available globally that was designed to help us better understand how our bodies respond to stress and anxiety, which can affect how we teach and learn. This schoolwide training programme helps all educators understand student behaviour through a neuroscience lens, offering numerous strategies and practices to support students.

Changing the way you see a student’s behaviour can change everything.

See how Reframing Behaviour, CPI’s schoolwide training for all educators, can make a lasting impact in the classroom and beyond.

Explore the Training

Stress and trauma profoundly impact student behaviour and academic performance, often leading to emotional, physical and social challenges. Reframing Behaviour was designed to equip educators with the knowledge and tools to navigate students’ mental health and well-being and create positive, welcoming schools that encourage resilience and success for everyone.