<![CDATA[Childhood trauma can affect emotional, social, and spiritual development. This article discusses how educational ideas associated with Al-Ghazali may inform supportive responses to children experiencing distress, particularly through tazkiyatun nafs, comprehensive religious education, humane teaching, and muhasabah. The paper draws on a review of literature identified in the original manuscript and a description of a community engagement workshop on traumatic experiences from an Islamic education perspective in Desa Buluh Duri. The reported activity included environmental observation, community program socialization, community service activities, and a workshop for elementary, junior high, and senior high school students. Workshop methods included presentations, discussion, case studies, creative expression, and reflection. The discussion suggests that Islamic educational values such as compassion, justice, patience, and self-reflection can help create safer and more supportive environments for children. These principles should be implemented in ways that respect each child’s needs and do not replace professional assessment or trauma-focused care when required. Because the manuscript does not report standardized pre- and post-activity measurements or follow-up outcomes, the discussion is conceptual and descriptive rather than evidence of clinical effectiveness.]]>
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