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…

Meeting the needs of students in schools has been challenging for many years. Consequently, some schools have responded with comprehensive, multi-tiered intervention systems (e.g., MTSS) aimed at addressing students' academic, behavioral, and social-emotional needs. However, most educators have a rudimentary understanding of these systems and the…

Over the past few decades, the prevalence and adverse impact of trauma on children have been widely researched and documented. Trauma exposure in children has been associated with long-lasting and detrimental outcomes in childhood and into adulthood, causing disruptions and impairments in their cognitive, social-emotional, mental health, and…

Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches,…

Despite the fact that schools remain incredibly safe spaces for children and youth to spend time, the occurrence of mass school shootings, although rare, is a pressing issue for our society. In this paper we discuss the importance of action, advocacy, and research related to mass school shootings. Specifically, we discuss research-based actions…

Many students come to higher education with a history of trauma. College life may also expose students to traumatizing events. While the past decade has witnessed greater discussion of trauma-informed frameworks, it has not regularly been applied to the college environment. We advance the concept of a trauma-informed campus, where administrators,…

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and…

The growing understanding of the deleterious effects of childhood trauma has led policymakers to encourage the integration of trauma-informed system approaches into educational settings. The National Childhood Traumatic Stress Network has created a framework that integrates trauma-responsive school policies, practices, and programs at each tier of…

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)…

Notwithstanding their empirically validated credentials and social justice orientations, a mono-dimensional approach to Positive Behavioural Interventions and Supports (PBIS) cannot singlehandedly meet the unique needs of minoritised children and young people who have experienced acute, cumulative, or complex traumas. Experiences of trauma have…

Background: Delivering school mental health services within a multi-tiered system of supports (MTSS) offers a framework for addressing student mental health needs. Limited research has examined school mental health provider and teacher preferences for delivering mental health promotion and prevention classroom programming. Purpose: We present…

Trauma-informed practices have become a buzzword within the field of education. This extended literature review and doctoral work project aim to bridge the gap between general knowledge of trauma-informed practices and an in-depth understanding of the impact of adverse childhood experiences on elementary-aged children through the lens of…

The COVID-19 pandemic thrust the field of school psychology into unchartered territory--navigating how to continue to serve students in need via a virtual format while attempting to adhere to best practices. During this time, the team at Indiana University began implementing trauma-informed multitiered systems of support (TI-MTSS), more…

Get Smart Fast about the benefits of supporting student and staff well-being! Prioritizing well-being in schools creates environments where everyone feels valued and supported, which leads to better educational outcomes and a healthier, more supportive community. This infographic provides strategies, examples, and resources to effectively support…

Mental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment…