The purpose of this study was to evaluate the cultural responsiveness of trauma-informed services and curricula used in public schools. Using Kirkhart's (2013) A Culture Checklist, peer-reviewed journal articles were critically analyzed for the nine elements of culturally responsive research design. Twenty-five peer-reviewed journal articles were…

Elevate your support for children's well-being in schools with our user-friendly resource, offering practical strategies and guidance for busy educators to navigate and nurture mental health. You'll deepen your understanding of the key emotional and social challenges children face today through evidence-based techniques for engaging with children…

Teachers are vital for the integration of immigrant, refugee and asylum-seeking students; however, they are not often prepared or supported to meet the needs of these students. Teacher training programs rarely focus on strategies and interventions for immigrant students' needs, and even less on the special situations of refugee and asylum-seeking…

The need for trauma-informed care in early childhood special education settings is well established. Previous research has suggested that training is a primary driver for use of trauma-informed care. However, not all U.S. states require training on trauma-informed care, suggesting that other factors might be influencing early childhood special…

Educational alternatives for disenfranchized young people in school settings have resulted in an increasing number of flexible learning and vocational education programs. The youth in these programs often face multiple adversities that limit their engagement in education. Efforts to support these students require a trauma-informed care approach.…

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…

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…

Natural disasters have become one of the leading events that have seriously affected human life and shaken society, both in Turkey and in the world lately. Natural disasters that have a wide impact cause material morale losses and have a traumatic effect on individuals. Earthquakes are one of the compelling life events that cause losses and…

Student absenteeism is a prevailing issue for schools, impacting academic performance and social-emotional development. This article explores the definitions, rates, and causes of absenteeism. Through analysis of existing literature, it proposes a comprehensive approach to address the problem. Drawing on concepts of trauma-informed education and…

This work, framed within a mental health prevention project aimed at early childhood education teacher students, aims to evaluate the suitability of the action to promote, in the educational field, the personal identification of traumatic experiences, incorporating them as vital learning. To this end, a performative action aimed at representing…

This study examined preservice teacher coursework and experiences related to student trauma, classroom management, and self-care during a junior-year clinical placement (N = 25), as well as through follow-up interviews with a subgroup of participants one year later (N = 8). An inductive, thematic analysis led to the identification of four broad…

The curvilinear relationship between academic help-seeking and the need for assistance is well-reported (Fong et al., 2021; Karabenick & Knapp, 1991). Within the help-seeking literature, the complexity of help-seeking for ethnically diverse students has been explained by a few studies that cite cultural differences in self-regulation in…

Many professionals, especially social workers, work with individuals who have a history of or are experiencing trauma. If students understand the trauma their clients have experienced, they are better suited to meet the individual where they are and help them work towards their goals. Social work professors must prepare their students by…

The goal of this qualitative study was to explore students' perceptions of trauma following the COVID-19 pandemic, as well as their perceptions of trauma-sensitive practices that are in place at their school to promote resilience and family engagement. The researcher sought to understand what ways, if any, students felt the pandemic contributed…

Discussions of trauma-informed practices tend to focus on student behaviors and strategies for managing those behaviors, rather than the circumstances students are experiencing. Critical educators have expressed concern that a focus on trauma-informed practices lead teachers to view students from marginalized backgrounds with a deficit lens,…