The Core Curriculum on Childhood Trauma uses collaborative experiential learning in a trauma-informed learning environment where learners can explore their own trauma responses, practice self-regulation, share perspectives and understandings, and reason together to improve their trauma-informed professional practice. A trauma-informed learning environment provides a culture and climate where learners need to devote few cognitive resources to feeling safe, dignified, empowered, and included. Those cognitive resources can instead be devoted towards learning.

Collaborative Experiential Learning (CEL) is the primary instructional approach used in the Core Curriculum on Childhood Trauma. CEL is a structured adaptation of Problem-Based Learning (PBL) that integrates case-based inquiry with added facilitation supports for:

• Social-emotional skills and strategies
• Trauma-informed practice
• Cognitive load management

Like PBL, CEL is rooted in learner-centered, problem-driven exploration. Unlike traditional PBL, CEL explicitly incorporates emotional safety, just-in-time guidance, and story-based engagement to prepare learners for real-world challenges in emotionally demanding settings.

This process helps professionals integrate trauma-informed principles into their daily work while also strengthening their ability to collaborate with others. It also allows the group to experience secondary traumatic stress in a safe environment so that they can learn to process their responses, understand risks, and practice strategies to support their well-being. 

By learning together, participants build a shared understanding of childhood trauma and develop the skills needed to support children and families effectively. CEL creates a dynamic and supportive learning environment that fosters growth, reflection, and meaningful change.