ABSTRACT
A critical component of trauma-informed educational practice is a safe environment. Children who have experienced trauma need to know that school and the classroom are protected settings for them. Educators must establish a sense of trust and respectful rapport; this chapter focuses on how to achieve this goal. Art can encourage students to find boundaries and work within those boundaries. In art, students can express their emotions in an acceptable way. Specific art activities are suggested to allow children to build their confidence, self-worth, and to achieve a sense of accomplishment.
