Children and adolescents who have experienced trauma often carry with them invisible burdens that can shape how they interact with the world. Trauma affects brain development, emotional regulation, and the ability to trust others, creating barriers that make learning and socialization more difficult. In schools, these effects can show up in heightened anxiety, difficulties with transitions, or behaviors that stem from a need for control in unpredictable environments. For students on the autism spectrum who may already struggle with sensory sensitivities or changes in routine, the impact of trauma can be even more profound. Recognizing this complex intersection, Shrub Oak International School has made it a priority to create an environment where safety and predictability become the foundations of healing. At the heart of this commitment is leadership that understands the delicate balance between structure and compassion, and it is within this vision that the influence of Michael Koffler of Shrub Oak International School has been particularly significant.
Why Routine Matters in Trauma-Informed Education
Research in trauma-informed care consistently emphasizes the role of predictability in restoring a sense of safety. When students know what to expect, their nervous systems are less likely to remain in a constant state of alertness. This allows them to engage more fully with learning, build relationships, and develop trust in their environment. For children who have faced disruptions, whether from instability in home life or other traumatic experiences, the regularity of school routines can serve as a stabilizing force.
At Shrub Oak, routine is not treated as a rigid schedule imposed without flexibility; rather, it is a carefully constructed framework designed to minimize uncertainty while remaining adaptable to individual student needs. This balance between structure and responsiveness is essential, as it communicates to students that while the environment is predictable, their unique challenges and needs are respected.
Visual Schedules as Anchors of Stability
For many students, especially those with autism, abstract time concepts can create confusion and stress. This can be compounded when trauma heightens feelings of unpredictability. Visual schedules are one of the ways Shrub Oak brings research into practice to create clarity and reduce anxiety.
By presenting the day’s events in a concrete, visual format, students can see what is coming next, prepare for transitions, and avoid the stress that comes with surprises. These schedules do more than just outline tasks; they build trust. When a student can look at a visual cue and know that math follows reading, or that a therapy session will be followed by lunch, it communicates reliability. Over time, this consistency helps rewire expectations, shifting a student’s perspective from one of unpredictability and fear to one of confidence and safety.
The Role of Predictable Environments
Beyond schedules, the physical and relational environment at Shrub Oak is also crafted with predictability in mind. Classrooms are arranged to reduce overstimulation and foster calm. Teachers and therapists use consistent cues, language, and routines in their interactions. The school day itself follows a steady rhythm, so students learn to anticipate what will happen and when.
These strategies align with what trauma research has long indicated: that predictability lowers stress responses and supports regulation. For students who may feel they have little control over their lives, entering a space where expectations are clear and stable provides a sense of empowerment. It allows them to gradually release hypervigilance, enabling deeper engagement in learning and therapeutic growth.
Building Emotional Safety Through Structure
Emotional safety is at the core of trauma-informed care, and Shrub Oak uses structure as one of its most powerful tools in creating that safety. Consistent routines convey to students that adults in the environment are dependable, that their needs will be met, and that surprises will be minimized. This assurance helps them feel secure enough to take the risks necessary for learning, such as trying new tasks, practicing social skills, or engaging in therapies that may feel challenging.
Importantly, Shrub Oak does not confuse structure with rigidity. Staff are trained to provide consistent frameworks while also recognizing moments when flexibility is required. If a student becomes dysregulated, routines can be gently adapted, but always in a way that maintains the sense of predictability. This careful balance allows students to feel both guided and understood.
The Interplay Between Routine and Regulation
Trauma can leave students in a near-constant state of dysregulation, where their fight, flight, or freeze responses are easily triggered. Routines act as external regulators, helping students access a calmer state. Knowing that the same sequence of events will occur each day reduces the number of decisions or unknowns they face, which in turn reduces cognitive and emotional load.
At Shrub Oak, transitions are given special attention. For trauma-affected students, shifting from one activity to another can be overwhelming. Staff prepare students for these transitions using visual cues, verbal reminders, and consistent rituals. By embedding transition supports into the routine, the school helps students manage what could otherwise be moments of significant stress.
Staff Training in Trauma-Informed Practices
The success of routine as a stabilizing factor is not just about schedules and classroom design; it is also about the people implementing them. Shrub Oak invests heavily in training staff to understand trauma’s impact and to apply consistent practices with sensitivity. Teachers, therapists, and aides learn to recognize when a student’s distress is related to unpredictability and how to use routines to reestablish a sense of safety.
This training also emphasizes relational consistency. Students are more likely to thrive when adults respond in predictable ways, using calm tones, familiar strategies, and consistent expectations. Staff continuity ensures that students can rely on stable adult figures, reinforcing the healing power of routine through human connection.
Partnering with Families to Extend Routine Beyond School
Shrub Oak recognizes that healing and growth cannot be confined to the classroom. Families are essential partners in sustaining trauma-informed practices. The school works with parents and caregivers to share strategies, provide guidance on establishing routines at home, and encourage consistency across settings.
When students experience alignment between home and school environments, the benefits multiply. The predictability they experience in one setting reinforces the safety they feel in another, leading to faster and more sustainable progress. Families often report that the structure provided at Shrub Oak offers them new tools to bring stability into their own routines, creating a more harmonious daily life.
Long-Term Impact of Structured Environments
The benefits of routine extend far beyond immediate reductions in anxiety. Over time, students internalize the sense of stability that routines provide. They begin to develop greater self-regulation, confidence in handling transitions, and resilience when faced with challenges. For trauma-affected students, these gains are profound. Stability gives them the foundation to rebuild trust, form healthy relationships, and engage in meaningful learning.
At Shrub Oak, the goal is not simply to create a predictable school day but to prepare students for life. By learning how to thrive in structured environments, students gain skills that will serve them in higher education, employment, and independent living. The healing power of routine, therefore, is not temporary but a lifelong resource.
Looking Ahead: The Future of Trauma-Informed Education
As research into trauma and autism continues to expand, schools like Shrub Oak remain at the forefront by adapting findings into real-world practices. The emphasis on routine, structure, and predictability is not static; it evolves as new insights emerge. Advances in neuroscience and psychology continue to affirm the central role of stability in healing, and Shrub Oak is committed to ensuring that its classrooms reflect the best of what science and compassion can achieve together.
The healing power of routine is more than an educational strategy. It is a philosophy of care that honors the resilience of students while acknowledging the challenges they face. By embedding trauma-informed principles into every aspect of the school experience, Shrub Oak offers a model for how education can become a source of safety, stability, and growth.