Trauma-Informed Practices in Schools Across Two Decades
An Interdisciplinary Review of Research
Bibliographic Data
| ID | 23330737 |
|---|---|
| Authors | M Shelley Thomas (0000-0001-8796-1303), Shantel Crosby (0000-0002-5500-0716, University of Louisville), Judi Vanderhaar (Kentucky Department of Education) |
| Year | 2019 |
| Volume | 43 |
| Issue | 1 |
| Pages | 422-452 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Research in Education (JOURNAL) |
| Journal identifiers | ISSN: 0091-732X • E-ISSN: 1935-1038 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0091732x18821123 |
| OpenAlex | W2946285924 |
| Language | EN |
| Citations received | 156 |
| References cited | 54 |
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 delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.
Best practice · Medical education · Pedagogy · Political science · Psychological intervention · Teacher education · Work (physics) · Child Abuse and Trauma · Medicine · Migration, Health and Trauma · Nursing · Psychology · Resilience and Mental Health · Social Work
Engaging with Trauma
Toward a social justice framework in trauma-informed practice in schools
The impact of adverse childhood experiences on adolescent health risk indicators in a community sample
The Courage to Care
Systematic Review of School-Wide Trauma-Informed Approaches
The Role of Trauma-Informed Training in Helping Los Angeles Teachers Manage the Effects of Student Exposure to Violence and Trauma
Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates
Utilizing KAP in Schools
Trauma-informed educational practices for war-affected refugee students in Greece and Cyprus
Divergent pathways to depression
Fundamental Themes in Social–Emotional Learning
Public School Trauma Intervention for School Shootings
The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Exploring the Relationship Between Modifiable Protective Factors and Mental Health Issues Among Children Experiencing Adverse Childhood Experiences Using a Resilience Framework
Addressing Trauma-Informed Principles in Public Health through Training and Practice
Social Workers’ Perspectives on the Climate of Trauma-Informed and Non-Trauma-Informed Schools
Differences in Well-Being at School Between Young Students With and Without a Refugee Background
Competence of teachers towards managing trauma among children with disabilities in Ghana
An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel
Students with and Without Relatives with Problematic Substance Use
Please, see me’; Informal and professional support of students with relatives with addiction problems
Academic Achievement After Violence Exposure
Are they looking for support? Mental health and trauma awareness as predictors of mental health help-seeking behaviour among young adults and adolescents in Bangladesh, Egypt, Ghana and the United Arab Emirates
An emerging knowledge exchange framework
Preparation of the pre-service teacher to deliver comprehensive sexuality education
Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed
Exploring the Effectiveness and Sustainability of Trust Based Relational Intervention (TBRI®) as a Trauma-informed Approach in Two Tasmanian Child and Family Learning Centres
Adverse childhood and school experiences
Profiling the concept of TRAUMA in English-language educational discourse
Are the Students Alright? Faculty Adoption of Trauma-Informed Pedagogy in Public Affairs Education
Compassion Satisfaction, Burnout, and Secondary Traumatic Stress Among Australian Early Childhood Professionals
Inclusive Early Learning through Quality Interactions
This Changes Everything
Teaching on the Frontlines
Cultivating inclusivity in introductory undergraduate STEM course syllabi
Culturally responsive assessment
Multi-tiered systems of support for school attendance and its problems
Neuroeducation
Developing empathy and support for students with the “most challenging behaviors
Potential challenges and future implications for trauma-informed approaches in schools
Centering Loss and Grief
Building the self-efficacy and agency of African mothers with refugee backgrounds to engage with their children’s Canadian schools
What Is a Trauma Informed Classroom? What Are the Benefits and Challenges Involved
Gauging trauma-informed pedagogy in higher education
Implementing multi-tiered systems of support in rural schools
Signals of inclusion
The Effect of Traumatic Events on Social Behavior of University Students
What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors
What We Don’t Know Really Will Hurt Us
Supporting Young Children’s Social–Emotional Wellbeing in Early Childhood Education and Care
Trauma-Informed School Strategies for SEL and ACE Concerns during Covid-19
Developing evidence-informed principles for trauma-aware pedagogies in physical education
Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers
Addressing student engagement during Covid-19
The professional development of rural teachers in China based on their relationship with “left-behind” children
Pain of the past and present
Infusing Taoist Principles into Early Literacy Professional Learning
Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection
Helping Children Heal
Relationship building strategies within trauma informed frameworks in educational settings
Seeding Resilience-Building CROPs
Empowering connections
Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard
Teachers’ self-efficacy beliefs about trauma-informed education practices
Advancing the inclusion agenda in Australia
A Modified Poisson Mixture Approach to Risk and Intensity of School Violent Victimization, 1976–2023
Prioritising relationship, community, and student-centered learning
Assessing the perceived effectiveness of a Montessori-influenced trauma-informed practice (TIP) programme for contemporary early childhood teachers
When it matters most
Notes toward a pedagogy of comfort
Developing an understanding of the trauma-informed pedagogy of primary school teachers
Teacher use of trauma-informed practice in the classroom
‘Closing the gap’
The relationship between academic performance and self-care among US social work undergraduates
Trauma-sensitive teaching
Implementing trauma-informed care in a special education setting
Trauma-Sensitive Teaching Strategies in Clinical Nursing Education
Trauma-Informed Education in Nursing
Trauma-informed environmental education
Strategies for delivering trauma-informed climate change instruction
“You Have to Lift Black Children Up”
Seeing Race in the Research on Youth Trauma and Education
Centering Youth in the Healing Process Through Participatory Action Research
The formation and functions of school‐based trauma‐leadership teams
Centering trauma‐informed approaches in schools within a social justice framework
Determining the Structure of Trauma‐Informed Practices in Schools
Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Teachers coping in the classroom
Numeracy and literacy attainment of children exposed to maternal incarceration and other adversities
Community Violence Exposure and Fear in Schools
Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma
Move & Thrive
Toward a Trauma‐Informed Comprehensive School Physical Activity Program
Classroom Management and Facilitation Approaches That Promote School Connectedness
An Overview of Research on Secondary Traumatic Stress in K-12 Teaching
Ghosts and Contagion
Interrupting the Weaponization of Trauma-Informed Practice
Trauma as an Interface Shift
Transforming trauma-informed understanding into trauma-informed practice
Diagnostic and Statistical Manual of Mental Disorders
Toward a Blueprint for Trauma-Informed Service Delivery in Schools
School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students
Healthy Environments and Response to Trauma in Schools (HEARTS)
A Critical Look At Trauma-Informed Care Among Agencies and Systems Serving Maltreated Youth and Their Families
The prevalence of potentially traumatic events in childhood and adolescence
The enduring effects of abuse and related adverse experiences in childhood
Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
‘That's why I was crying on this book’
Relational ways of being an educator
Student perspectives on how trauma experiences manifest in the classroom
The Effectiveness of Cultural Adjustment and Trauma Services (Cats)
Exploring the Use of the Interactive Systems Framework to Guide School Mental Health Services in Post‐disaster Contexts
Assessing Perceptions of Culture and Trauma in an Elementary School
Culturally Sustaining Pedagogy
Listening to the Speaking Wound
A Case Study of School-Linked, Collective Parent Engagement
Protecting Respondent Confidentiality in Qualitative Research
| Unique citing works | 156 |
|---|---|
| Citations per year | 22,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 145 |