Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…

This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools…

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors 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…

Trauma-Informed Elementary Schools (TIES) is a pilot program designed to bring trauma-informed services to early elementary schools in a rural state. Although two sequential TIES pilot studies found significantly positive outcomes in cultivating a trauma-sensitive school climate and culture, the program has been limited to a few schools and has…

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. Despite clear evidence of disproportionate trauma exposure among students of color, most models of trauma-informed schools do not…

The lived experiences shared by the entire world community in the spring of 2020 due to the pandemic spread of the COVID-19 virus has already been identified as a mass trauma incident by mental health professionals specializing in trauma treatment (Galea et al., 2020). Yet there are disturbing anecdotal examples in social media of higher education…

This report describes and synthesizes implementation determinants and strategies to promote uptake and sustained implementation of comprehensive school mental health and trauma-sensitive practices in schools. The present synthesis of studies and reports emphasizes use of relevant and efficient practices with empirical support at the state,…

Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…

Problem: Communication sciences and disorders (CSD) graduate students may have trauma histories and may be ill-equipped to identify and manage trauma responses in clients. This mixed-methods study examined graduate student attitudes towards implementing trauma-informed educational practice (TIEP) methods and trauma-informed patient care. Method:…

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…

A history of trauma can have a significant negative impact on the functioning of a student in the school environment. Check & Connect, a school engagement and dropout intervention program, has been found to have positive effects on student school engagement and decrease the likelihood of dropping out of school. However, a review of the Check…

Since the emergence of COVID-19, few studies have examined the exploration of trauma-informed care (TIC) practices within schools in a post-COVID-19 environment. While the literature on COVID-19 and its effects is growing, there is limited information about how the implementation of TIC practices within multi-tiered systems of support (MTSS)…

For nearly 4 decades, trauma-informed care has been the focus of numerous scholarly studies in a variety of contextual settings. While the focus of most research in education has been on how school staff might implement trauma-informed practices, little research exists that supports the understanding of the role of the professional school…

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…