The early years of a child's life are a crucial time for brain development and stress can play a critical role in compromising its development (Zadina, 2014; Zull, 2011). Fink (2019) explains physical and mental stress as being characterized by heightened excitability and arousal, perceived adverse situation, and lack of control. This normal, adaptive, physiological response is a reaction to a perceived threat. Children can experience stress because of peer conflicts, familial conflict, changes and transitions such as new siblings or moving, extreme conditions such as hunger, being very cold, being ill for a long period, abuse, war, consumption of drugs and alcohol and academic pressure (Feldman, 2019; Nijboer, 2007; Statman- Weil, 2015). Teachers have the opportunity to construct trauma sensitive classrooms and safe spaces that guide children in the development of self-regulation and coping strategies to mediate the negative effects of stress.