Dissociation in complex traumatized children of primary school age elementary school age

This thesis deals with the question of which trauma pedagogical measures primary school teachers can use to stabilize dissociating children in the classroom. Since there is often a lack of specialist knowledge about trauma in the school context among teachers, dissociation in children is often not recognized and misinterpreted. The aim of this paper is therefore to shed light on dissociative symptoms in children and to present practical trauma education concepts.