Background: Many students would benefit from trauma-informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma-informed practices across school-based PA opportunities. The purpose of this study was to generate a feasible framework for trauma-informed school-based PA. Methods: Framework development was…

Over the years, trauma-informed practices have been integrated into public schools. The purpose of these practices is to assist students dealing with trauma. Current literature supports the use of practices and reports various forms of success. There is a plethora of trauma-informed resources that school district leaders have access to. However,…

Purpose: This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners. Design/methodology/approach: Integrative, systematic literature review. Findings: The results suggest that trauma…

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…

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment.…

Trauma can be described as a silent issue in school. There has been some research on trauma but it has been focused on students, not on the teacher and student interaction. Teachers continue to address students who experience trauma every day. The purpose of this study was to understand the teachers' perspective in how they address students who…

Youth mental health concerns are on the rise and can have serious implications for student well-being and success (Clayborne et al., 2019). Consequently, more educators and mental health professionals are identifying mental health as an important student need (American Academy of Pediatrics, 2021). This report summarizes the key principles…

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…

Studies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma-leadership teams (TLTs) are a novel systems-based intervention in which a team of educators deepens knowledge and works to implement…

Classroom environments, virtual and face-to-face, are changing; we are moving to focus more explicitly on students' health and well-being and to ensure we actively promote anti-racist educational environments for students. This paper examines how we can enshrine those lessons into academic programs by institutionalizing a trauma-responsive…

Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their…

These are the appendixes for the full report, "Exploring Implementation of Trauma-Engaged Practices in Alaska Schools." The report was developed to provide a better understanding of implementation of trauma-engaged practices in Alaska's schools. Using existing administrative and survey data gathered by the Alaska Department of Education…

School-based actors can uphold racialized systems and White supremacy through the racialized youth trauma narratives they reproduce. With respect to the growing movement to better support trauma-exposed youth inside school contexts, it is imperative that school-based actors avoid perpetuating deficit views of youth of color, who are…

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…

Until recently, discussions around trauma-informed approaches and practices have been limited primarily to the fields of mental health and social services; however, "attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the…