There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians,…

Most individuals receiving mental health treatment have trauma histories, yet counselors and counselor educators trained in traditional counseling programs have insufficient background in trauma and trauma-informed care. Here, we describe the literature-supported approach we use to integrate trauma knowledge and competencies across the graduate…

Children ages birth to five experience trauma at high rates. Additionally, children with disabilities are more likely to experience trauma than children without disabilities, highlighting the need for early childhood education (ECE) settings and professionals to be prepared to support children with disabilities who have experienced trauma. In this…

Current research highlights the need for trauma-informed care within schools, yet the literature suggests that many practicing school psychologists feel underprepared to engage in such practices. Very few studies have examined the preparedness of school psychology graduate students to engage in trauma-informed care practices. This is unfortunate,…

Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing,…

In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The…

This study explored Kentucky school administrators' perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration…

Adverse childhood experiences (ACEs) are potentially traumatic events occurring in the household or community that hold painful or distressing outcomes for children immediately and in their future (Centers for Disease Control and Prevention, 2019). School counselors work with children and young adolescents suffering from negative mental health…

Today's classrooms call for a delicate balance of policy and practice. Early childhood educators are tasked with developing the social, emotional, and academic wellbeing of the children they serve, while also following school, district, and government expectations. Many teachers struggle to effectively teach academic content, given their students'…

Children with histories of trauma exposure experience a wide-range of developmental, social, emotional, and behavioral symptoms. The effects of traumatic life experiences can impact children's ability to learn and function within the school environment. Trauma-informed (TI) schools seek to create environments in which children with experiences of…

The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and…

Literature notes that most journalists will witness trauma and human suffering during the course of their careers, yet journalism education is lagging behind in preparing students to cope with the effects of exposure to traumatic events. This paper examines the attitudes of journalism educators/trainers toward trauma literacy through a…

The global COVID-19 pandemic invited first-year teachers to a unique lens of university and local school learning experiences during their transition from student teaching to full time positions. Our study identified changes first-year teachers experienced while transitioning into fulltime teacher positions after completing their education…

Purpose: The purpose of this study was to evaluate the attitudes and knowledge of school-based speech-language pathologists toward trauma-informed care. Method: School-based speech-language pathologists (N = 116) completed the Attitudes Related to Trauma-Informed Care Scale Version 45 Education (ARTIC-45) survey via an online survey platform and…

Trauma-informed frameworks are needed in metropolitan and urban university settings because many who enter higher education have experienced trauma or will experience trauma while at the university. This paper addresses the neurobiological and psychological underpinnings of trauma and addresses how these experiences can pose academic challenges,…