Imagine you’re staring at a slice of double chocolate cake. What’s the first thing that comes to your mind? Rich, decadent, indulgent, or off limits? Perhaps you associate it with a special occasion or a negative comment.
Now, what if I told you that your instant reaction to this cake could be influenced by implicit bias and that bias could be playing a significant role in how educators and administrators engage with students and food in school settings? Understanding these biases is crucial when we think about trauma, especially when it comes to school cafeterias and Farm to School programs. Trauma affects how we relate to food, and our unconscious assumptions can shape how we support or unintentionally harm our students.
On a sunny afternoon at Springfield High School, Farm to School Coach Sheila Humphreys led a training on trauma-informed practices to an eager group of educators from across multiple schools in the Springfield School District. She explained that trauma can be influenced by various factors, such as:
Food insecurity
Lack of access to nutritious meals
The stress of eating in an environment where students feel judged or unsafe
Trauma is more than just a single event; it’s the meaning we attach to an event, the associations formed during those experiences. It’s the emotional, physiological, and behavioral response we have when we feel unsafe, often based on past experiences. Trauma can take many forms, including but not limited to: students with food allergies, chronic illnesses, language and/or cultural differences, those who have experienced neglect or abuse, neurodivergent or students on the autism spectrum, individuals with eating disorders, students with incarcerated family members, those in foster care, students who have lost a loved one, Jewish and Muslim students, those who have experienced war or political instability, LGBTQIA+ students, and BIPOC students affected by historical trauma. One significant factor is food insecurity, which deeply impacts many students’ experiences in schools. In fact, 2 out of 5 Vermonters experience food insecurity, leading to a variety of emotional and physical responses related to food and mealtimes.
Throughout the two hour session Humphreys provided multiple ways to increase awareness about how food and trauma intersect and how our actions, often unconsciously, can either support or exacerbate trauma. She asserted the need to be mindful of how food is presented, discussed, and offered in school settings, as well as how trauma-related triggers, such as food scarcity or discomfort in school cafeterias can impact a student’s experience.
One framework that can help schools and communities address trauma is the Circle of Courage, presented by Martin Brokenleg. This model is designed to help us turn intergenerational trauma into resilience by focusing on four core needs: belonging, independence, mastery, and generosity. By recognizing these needs, we can design supportive school environments that address trauma and help students build resilience through Farm-to-School programs. The following responses to each category came as a result of a large group discussion:
Belonging: Food is a powerful connector, and featuring students' home cultures in school cafeterias is a great way to help them feel valued. Offering culturally relevant food options and growing food together in gardens creates a sense of community and inclusion, helping students develop a connection to the food they eat. A teacher shared her own experience of belonging: “It could also be a religious thing... Some of their foods are, like, you know the corn dogs? I found out the ones they served [at her school] were turkey. I was so excited! I’m Jewish, so I’m grateful for that.” This moment underscores how crucial it is to offer food options that respect and reflect the diverse needs and beliefs of students, helping them feel seen and valued in a meaningful way.
Independence: Giving students the freedom to make food choices, whether it’s through salad bars, cooking clubs, or having roles in school gardens, encourages them to take ownership of their meals and their health. Farm-to-School programs can create opportunities for students to exercise this independence by learning about food sourcing and preparation.
Mastery: Building skills is key in helping students feel empowered. Culinary programs or horticultural/agro initiatives within schools allow students to gain practical, transferable skills—whether it's learning how to cook or how to grow food. These experiences help students feel more capable and confident, reducing the effects of trauma by building competence.
Generosity: Generosity helps students feel connected to their communities. Programs like farm-to-table harvest dinners or shared community resources, such as share coolers, allow students to experience the joy of giving and receiving, further fostering resilience and connection.
During small group breakout sessions, educators shared personal experiences and insights about how trauma influences their students’ relationship with food. Many teachers spoke to factors like the availability of fresh food, access to kitchen tools, and the affordability of ingredients can create barriers to learning and growth for their students.
A crucial takeaway from the workshop was that trauma isn’t just a one-time event. It’s the meaning that a person attaches to an experience, and that meaning can affect their behavior, emotions, and interactions. For students dealing with food insecurity or past trauma, it’s essential that educators help provide stability, safety, and security in their food environments.
One simple but impactful way to support students is by implementing the Don’t Yuck My Yum principle. This concept encourages students and adults alike to approach food with an open mind and to avoid shaming others for their preferences. It emphasizes that just because someone doesn’t like a particular food, it doesn’t mean they are wrong or less than. Encouraging curiosity and trying new foods can help students overcome biases and trauma-related triggers.
In the final breakout session, educators shared practical recommendations for creating trauma-sensitive school food environments. These included:
Fresh Fruit and Veggie Taste Tests: Offering all students a taste of local fruits or vegetables, as a way to introduce healthy food choices and increase exposure to fresh, farm-grown options. Many schools already participate in the USDA’s Fresh Fruit and Vegetable Program.
Changing Discipline Policies: Ensuring that student behavior doesn’t negatively impact their ability to access or enjoy lunch. This might mean offering more time for students to eat or modifying policies that might cause stress during mealtime.
Supporting Post-COVID Social Skills: Recognizing that some students, particularly those affected by the isolation during the COVID-19 pandemic, may feel uncomfortable eating in large groups or making food choices independently. Creating smaller, supportive groups where students can eat together in a less intimidating setting could help build comfort and confidence.
Supporting students who experience food-related trauma requires a multifaceted approach. By raising awareness of how trauma impacts students’ relationships with food and making intentional changes to school food environments through Farm-to-School programs, fresh food exposure, and community-building practices, we can create safer, more inclusive spaces where students can thrive.
As the workshop came to a close, educators reflected on the work ahead. While they acknowledged that the journey to supporting students is ongoing, they left with renewed inspiration, the right tools, and a strong sense of community. Sheila’s passion for this cause and her dedication to sharing this vital information empowered them to see the many ways they can make a lasting difference in the lives of their students. With the right infrastructure in place, educators are equipped to help transform their school environments, offering not just food, but healing, connection, and hope for the future.
Written by Elyse Morckel