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In South Africa, where high levels of crime, violence, and poverty expose many children to trauma, learners often enter classrooms with trauma-related neuropsychological challenges that undermine their capacity to learn and participate. This conceptual article explores the cognitive, emotional, and behavioural impacts of trauma-exposure on children and considers the implications for inclusive teaching in the South African context. Drawing on neuropsychological research and the Neurosequential Model of Therapeutics (NMT), we examine how trauma affects memory, attention, executive functioning, and emotional regulation. We argue that recognising these impacts is essential for responsive and inclusive pedagogy. The article proposes a trauma-responsive pedagogical framework rooted in neuroscience, outlining four focus areas: emotionally safe learning environments, pedagogical responsiveness, relational trust, and social-emotional development. By connecting neuroscience and inclusive education theory, this paper aims to advance a trauma-informed approach to pedagogy that is practical, context-sensitive, and aligned with inclusive education policy goals. Understanding trauma through a neuropsychological lens is essential for breaking cycles of exclusion and enhancing inclusive education practices and pedagogy to create supportive learning environments that address the diverse needs of trauma-affected learners.
Bekker et al. (Mon,) studied this question.