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,…

Children who experience traumatizing life events are reported to be at greater risk for behavioral and emotional impairments that can diminish school performance. To address this, school psychologists can implement trauma-informed evidence-based interventions (TI EBIs), or treatments with an empirical basis that support the unique psychosocial…

The statistics around children and trauma exposure paint a bleak picture of future success. Children who experience trauma are fifteen times more likely to attempt suicide. Trauma-exposed children are three times more likely to experience depression and have serious job problems in the future. Additionally, based on national survey data,…

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…

Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents' current and future well-being. Although trauma-­informed care models are being adopted in schools, research is unclear about what individual and institutional factors influence teachers' responses to students exposed to violence-related trauma.…

A majority of students with emotional and behavioral disorders (EBD), particularly those served in alternative educational settings, have a history of trauma exposure before placement. Evidence-based interventions such as Check-In/Check-Out (CICO) may be more effective for these students if the interventions are systematically adapted to include…

This study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18…

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…

Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to…

This article presents the findings of a qualitative study of foster carers' and multidisciplinary practitioners' perceptions of foster carers' needs and existing practices in foster care in Ireland. This study explored participants' perceptions of the development of a trauma-informed care (TIC) psychoeducational intervention for foster carers.…

Educators and students have encountered significant challenges, including illness and loss within their families due to events such as the COVID-19 pandemic. Traumatic events, like disasters, can greatly disrupt a community's functioning, resulting in widespread losses that surpass the community's ability to cope. Trauma-informed care (TIC)…

Research and interest in trauma-informed pedagogy have grown substantially. Trauma-informed pedagogy includes knowledge of trauma symptoms, associated behaviors, and environmental and instructional trauma-informed strategies. Various scales measure attitudes and experiences with trauma-informed practices; however, the literature suggests a lack of…

Using a qualitative design, a clinical mental health counselor explored the use of trauma-informed self-regulation strategies with clinical mental health counselors in training (CITs) to capture their experience of vicarious trauma. Participants included three CITs in an urban setting and two CITs in a rural setting enrolled in a CACREP-accredited…

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention…

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…