CHILDHOOD TRAUMA’S IMPACT ON PREFRONTAL CORTEX: EMOTIONAL READINESS FOR SCHOOL

Abstract

Childhood trauma can significantly affect the limbic system particularly the amygdala and hippocampus as well as the prefrontal cortex (PFC), which plays a critical role in regulating emotions, decision-making, and behavior. Disruptions in PFC function due to early adverse experiences may hinder a child’s ability to manage emotional responses and adapt to the demands of a structured school environment. Emotional unpreparedness in school settings can lead to difficulties in concentration, social interaction, and academic performance. This study aims to examine the impact of childhood trauma on PFC function and its implications for emotional regulation and school readiness, integrating perspectives from neuroscience and counseling. The method employed is a literature review, drawing from scholarly books and peer-reviewed articles published within the last decade (2015–2025). Results indicate that early adversity is associated with reduced PFC and hippocampal volume, heightened amygdala reactivity, and weakened connectivity between the amygdala and ventromedial PFC. These neural alterations impair executive functioning, impulse control, and emotional regulation, which in turn hinder children’s ability to follow rules, sustain attention, and manage frustration, all of which are essential components of school readiness. The findings underscore the importance of neuroscience-informed counseling strategies that enhance PFC functioning, improve emotional regulation, and support children’s readiness to engage successfully in academic and social contexts.