Fostering Positive Outcomes with Trauma-Informed Classroom Design and Universal Design for Learning Principles

By Chrissy Brady

Special Education Director, Hanna Academy

Trauma-informed design isn’t jargon—it’s a powerful, compassion-based approach any person can adopt. Built upon Universal Design for Learning (UDL) principles, Trauma-informed design centers on recognizing uncommon barriers and proactively adjusting the environment so students can learn without shame, frustration, or failure.

Elevating these principles is critical: An estimated 45% of American youth have experienced at least one Adverse Childhood Event (ACE) and nearly one in ten children are at high-risk after experiencing three or more ACEs, to say nothing of students with traditional learning disabilities. At Hanna Academy, trauma-informed design is embedded in our DNA and informs how we approach every space on campus.

My favorite way to explain trauma-informed design is with an example: I once co-taught an English class at Hanna Academy with a routine built around three bins. Every day, students would go to the bins labeled 1, 2, 3, and gather their materials for the lesson. The expectation was consistent, systematic, and easy for almost everyone to accomplish independently—except for one student with autism.

This very high-functioning student would walk to the bins and simply stand there, waiting for someone else to pull the materials for him. Day after day, I found myself frustrated: Why can’t he do this on his own?

One day, I paused in front of the bins and asked myself, “What am I not seeing?” Right behind the bins was a wall of exemplary student work my co-teacher had arranged. It was beautiful, but it was also chaotic—no order, no clear organization, just a creative display. And I realized, maybe this wasn’t inspiring for that student. Maybe it was visually overstimulating.

So I took everything down, added a border to the bulletin board, and re-posted the student work in rows and columns. The very next day, that same student walked to the bins and gathered his materials independently. I literally smacked myself on the forehead.

The task hadn’t changed. The bins hadn’t changed. The only thing that changed was the visual environment. What was invisible to me had been an insurmountable barrier to him. By making one small design adjustment, I gave him access to independence.

That’s universal design in practice. That’s trauma-informed design in practice.

When we’re proactive about classroom design, we prevent many challenges before they escalate into crises. Benefits include: reduced stress response, equity without stigma, and better learning outcomes. We can’t fully eliminate trauma or struggle from education, but we can build spaces that reduce unnecessary stress.

We use a simple phrase to bring this design strategy to life: realize, recognize, respond. It parallels the practical way we implement trauma-informed care at Hanna Academy.

We realize the widespread impact of trauma and understand that all students carry histories, contexts, and needs we may not see at first glance. We recognize the signs, which may show up as behaviors, disengagement, or sensitivities. We respond but with strategies that support regulation, repair, and growth.

Implementing these strategies in practice can be simple – like reorganizing the bulletin board. Using a cool blue colors on the wall, implementing wood grain, water, and plants can enhance mood and cognitive performance while reducing anxiety and enhancing creative thinking. Truly, this can be as simple as adding a few small plants or small fish tanks into a room. Opening curtains to allow natural light into rooms and simplifying wall displays likewise makes an impact.

The shift is powerful. Trauma-informed pratices move the focus from what has happened in the past or what students can’t do, to what we can control and improve in our environment. It’s about making intentional design choices that improve access for all.

Connect With Chrissy

www.hannaacademy.org

Dek: Simple design principles can turn traditional classrooms into oases for learning where all people can thrive, regardless of their backgrounds.