ABSTRACT
This chapter provides a conceptual framework leading to practical implementation in academic settings. It discusses how traumatized children perform in educational settings and why, how the brain functions, the use of Neurological Reparative Therapy (NRT), its goals, and practical strategies for improving educational performance. Many traumatized children will avoid feeling vulnerable at all costs, so they will not take the risk of failing in learning. Trauma produces distrust in others and the frequent misinterpretation of social cues. Trauma increases heightened emotional responses, such as fear and anxiety. One of the most important neurological deficiencies after trauma is the impact on mental organization or integration of neuronal activity. Many traumatized students use the reactive, limbic region of the brain in daily life. Successful learning involves repairing the brain's adaptive functions and optimal neurological processes to put more focus on thriving and not just on self-protection and survival. Success in school carries more weight for the traumatized child than for other students.
