While education seeks to develop academic knowledge, there too lies the need for children and young people's personal, social, emotional, and ethical needs to be met, to develop confidence and autonomy. With ongoing austerity and the closure of universal services such as Children Centres, there is an ever-increasing need for schools to become…

This research overview outlines the catalyst for a proposed research project which stems from an interest in trauma and its effects, particularly in early childhood. It argues that there should be a stronger focus on Trauma Informed Practice in Aotearoa New Zealand, with two foci-firstly in ITE programmes, empowering graduating kaiako with the…

Background: Caregivers play a crucial role in supporting trauma-affected foster children by offering emotional stability and comfort. Caregivers face significant emotional, practical and systemic challenges despite their critical contributions. Limited research explores their experiences in providing trauma-informed care, creating a gap in…

Given that over two-thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma-informed practices and resources. The current study investigated factors that affected teacher use of trauma-informed resources within two school districts in California…

Trauma-informed Care (TIC) initiatives in schools have acknowledged the importance of cultivating strong, supportive relationships between teachers and students. This qualitative phenomenological study aimed to provide an in-depth examination of the teacher-student relationship (TSR) building process by obtaining information on U.S. teachers'…

Physical activity (PA) participation among autistic adults is low; however, it is unclear why this is the case. To date, little research has included the perspectives of autistic adults during middle adulthood to understand how to support their PA and to understand the complexity of their daily lives. Seventeen autistic adults aged 36-59 years…

Traumatic experiences have the potential to influence neurological development which can change the way a person behaves, learns, and builds relationships. While the footprint of trauma has always been prevalent, the mental health of America's children has rapidly declined and has been described as a crisis. PreK-12 classroom teachers are working…

Trauma-informed instruction is essential to schools as they struggle to meet the needs of students with various life experiences. Addressing these concerns requires school staff to work together. The problem was teachers do not receive professional development on using trauma-informed instruction in the classroom. This affects how teachers respond…

Due to a wide breadth of training, school psychologists are uniquely qualified to provide indirect and direct services outlined by best practices, such as school-based mental health services, special education evaluations, and trauma-informed practices. Professional standards indicate that school psychologists are equipped to identify trauma…

Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large…

The purpose of this research was to conduct a generic qualitative study to report how school counselors in Title I schools in the United States described their experiences implementing trauma-informed practices. This study sought to provide prevention and intervention practices provided to students who have experienced trauma as school counselors…

Traumatic events can alter the brain structure, affecting cognitive capacities and academic performance. Educators at all grade levels are responsible for supporting students through trauma-informed approaches. Previous trauma-informed research focused on K-12 education levels. Graduate-level occupational therapy educators' experiences and…

"Promoting choice" is a defining value guiding Positive Behavior Support (PBS) models for serving individuals with intellectual and/or developmental disabilities (IDD). The ability to make independent choices is of paramount importance to self-advocacy and self-determination. Promoting choice is also an essential commitment of…

Research shows that trauma-informed practices in schools can increase student performance and well-being. School social workers are well-suited to bring these practices to their system but are most successful when partnering with public-school superintendents. The purpose of this generic qualitative study was to understand public-school…

K-8 teachers struggle to implement trauma-informed instructional strategies (TII) in their classrooms. A lack of TII can affect student learning, attendance, disciplinary referrals, and suspension rates and is related to adverse social-emotional and behavioral outcomes. Grounded in the National Child Traumatic Stress Network framework for…