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Trauma-Informed Care: A Guide for Speech-Language Pathologists in the Schools.

¹Department of Communication Sciences and Disorders, School of Health and Rehabilitation Sciences, MGH Institute of Health Professions, Boston, MA.

Language, Speech, and Hearing Services in Schools

|June 28, 2025

Summary

Children with a history of trauma are more likely to have language disorders. Speech-language pathologists (SLPs) need trauma-informed practices to support these students effectively and prevent re-traumatization.

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Area of Science:

Speech-language pathology
Child psychology
Trauma studies

Background:

A history of trauma is significantly linked to language disorders in children.
Child maltreatment is prevalent, affecting one in seven children in the U.S.
School-based speech-language pathologists require training in trauma-informed care.

Purpose of the Study:

To provide an overview of trauma and its connection to language development.
To synthesize existing literature on trauma-informed approaches for speech-language pathologists.
To equip SLPs with strategies for working with children who have experienced trauma.

Main Methods:

Literature synthesis on trauma and language disorders.
Description of trauma-informed practices relevant to speech-language pathology.
Development of a case history questionnaire for students with trauma histories.

Main Results:

Trauma-informed practices include preventing retraumatization and recognizing trauma responses.
Key practices involve creating safe environments, collaboration, and strengths-based approaches.
Comprehensive case histories and student empowerment are crucial.

Conclusions:

Speech-language pathologists can implement trauma-informed approaches to better serve students with trauma histories.
These practices aim to create supportive and effective therapeutic environments.
Case examples illustrate the practical application of these methods in speech-language practice.