Understanding Childhood Trauma: Why Play Matters in Healing
Written by Sophia Witheiler, MHC-LP
When we think about trauma, many of us imagine events in adulthood that leave lasting scars. But trauma that occurs in early childhood can deeply shape a child’s development and impact their emotional, cognitive, and even physical well-being. While some people believe children are “naturally resilient,” research shows that resilience isn’t something we’re simply born with—it’s built over time with the right support and care.
As therapists, it’s important to recognize that adverse childhood experiences (ACEs)—such as abuse, neglect, or significant loss—pose a public health crisis. Children who experience these hardships need thoughtful, specialized approaches to healing. One of the most powerful tools we have is play therapy.
Why Play Therapy Works
Young children don’t yet have the vocabulary to describe painful memories or complex emotions. That’s why traditional “talk therapy” isn’t always effective with them. Instead, children communicate through play—it’s their natural language.
Through art, games, or imaginative scenarios, children can safely process experiences they don’t yet have the words to describe. In some cases, play allows them to reenact traumatic events repeatedly until they’re able to integrate what happened into their understanding of the present. This repetition isn’t meaningless—it’s a crucial step in separating past experiences from current reality, helping the child feel safer and more in control.
Even adults who struggle to verbalize trauma may “reenact” experiences in various ways, showing us just how powerful nonverbal forms of expression can be in the healing process.
Trauma or ADHD? Looking Deeper at Behaviors in the Classroom
In my own work with students, I often wondered why so many children were diagnosed with ADHD. Many of these students lived in communities facing poverty, instability, and loss. Now, with a deeper understanding of trauma, I can see that many of their behaviors—hyperarousal, disorganization, dissociation, difficulty concentrating—were likely trauma responses rather than symptoms of ADHD.
Unfortunately, trauma often goes unrecognized in school systems. Children may be mislabeled, medicated, or misunderstood, while their underlying experiences remain unaddressed. This not only delays healing but can reinforce a cycle of frustration and failure for the child.
What Schools and Caregivers Can Do
Educators are trained to notice signs of abuse and neglect, but trauma can take many different forms, especially in under-resourced communities. Losing a caregiver, navigating foster care, or shouldering adult responsibilities at a young age are all traumatic experiences that can profoundly shape a child’s behavior.
When schools and caregivers fail to recognize the impact of trauma, children are left without the support they need. By approaching children with curiosity and compassion rather than assumptions, we can begin to uncover what’s truly driving their behaviors and connect them to the care that will help them heal.
Final Thoughts
Childhood trauma is not something children simply “grow out of.” Healing takes time, thoughtful intervention, and often, the safe and imaginative world of play. If we want children to thrive, both therapists and schools must work to see beyond labels and diagnoses, recognizing the hidden wounds many children carry.
By creating trauma-informed systems of care—whether in the therapy room or the classroom—we can help children not only recover from adversity but also build the resilience they need for a brighter future.
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References
Harris, N.B. (2014) How childhood trauma affects health across a lifetime [Video]. TED Talks.https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime
Kuther, T. L. (2022). Lifespan Development: Lives in Context Interactive ebook (3rd ed.). New York, NY: Worth.
Perry, B. D., & Szalavitz, M. (2006). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook—what traumatized children can teach us about loss, love, and healing. New York, NY: Basic Books.
Van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY.
Williams, N. (2017) [Lecture notes on resource allocation]. Department of Applied Psychology, New York University. Trauma: Theoretical and Clinical Perspectives. https://2nyu.counseling.steinhardt.nyu.edu/.