Children do not leave their life experiences at the school door. In K–12 settings, educators are often the first to observe the effects of trauma, attachment disruptions, and chronic stress, yet these experiences are frequently misinterpreted as behavioral or learning disabilities. This presentation highlights the importance of a social work and trauma-informed lens in education, particularly within special education referral, evaluation, and support processes.

Using case examples and current research, this session explores how trauma can masquerade as disability, contributing to misdiagnosis, inappropriate placements, and inequitable outcomes. Emphasizing interdisciplinary collaboration, this presentation underscores the vital role of school social workers and trauma-informed professionals in shifting practice from “What’s wrong with this student?” to “What has this student experienced, and what support is needed to promote learning, equity, and healing?”

This webinar will be led by Temple faculty member, LaTonya Oliver, MSW, CAH, VAWC, RPT