Helping Students Heal: Observations of Trauma-Informed Practices in the Schools
- 1.7k Downloads
From the city streets of New Haven, Connecticut, the rural mountains of Appalachia, and the heart of San Francisco, students across the nation are coming to school with traumatic histories that are greatly impacting their school performance. Schools are recognizing the impact of trauma and beginning to adopt trauma-informed practices. When school systems approach students through a trauma lens, they are better equipped to provide the educational and social–emotional supports necessary to help students reach their potential. The following commentary reviews the implementation efforts of three different trauma-informed school programs and their use of the multitiered interventions to address the differing needs of trauma-exposed students. Implications for future directions are addressed, including the need for support for more intensive educator professional development.
KeywordsTrauma-informed schools Multitiered system delivery Trauma Behavior interventions Collaborative practices Mental health
- Blaustein, M. (2013). Childhood trauma and a framework for intervention. In E. Rossen & R. Hull (Eds.), Supporting and educating traumatized students (pp. 3–21). New York: Oxford University Press.Google Scholar
- Cevasco, M., Rossen, E., & Hull, R. (n.d.). Best practices for supporting and educating students who have experienced domestic violence or sexual victimization. Retrieved from http://www.nea.org/home/62845.htm#ssts.
- Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.Google Scholar
- Dorado, J., Martinez, M., McArthur, L., & Leibovitz, T. (2016). Health Evironments and Response to Trauma in Schools (HEARTS): A school based, multi-level comprehensive prevention and intervention program for creating trauma-informed, safe, and supportive schools. School Mental Health. doi:10.1007/s12310-016-9177-0.Google Scholar
- Every Student Succeeds Act. (2015). S. 1177, 114th Congress.Google Scholar
- Lane, K. L., Rogers, L. A., Parks, R. J., Weisenbach, J. L., Mau, A. C., Merwin, M. T., et al. (2007). Function-based interventions for students nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorders, 15, 169–183.CrossRefGoogle Scholar
- Layne, C., Beck, C., Rimmasch, H., Southwick, J., Moreno, M., & Hobfall, S. (2009). Promoting “resilient” posttraumatic adjustment in childhood and beyond. In D. Brom, R. Pat-Horenczyk, & J. Ford (Eds.), Treating traumatized children (pp. 13–47). London: Routledge. Google Scholar
- Poekert, P. (2012). Examining the impact of collaborative professional development on teacher practice. Teacher Education Quarterly, 39(4), 97.Google Scholar
- Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma—informed approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.Google Scholar
- Sugai, G., & Homer, R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245–259.Google Scholar
- Turner, C. (2015). Ruling in Compton Schools case: Trauma could cause disability. Retrieved from http://www.npr.org/sections/ed/2015/10/01/445001579/ruling-in-compton-schools-case-trauma-could-cause-disability.