An asterisk denotes a publication that was included in the review
Aarons, G. A., Sklar, M., Mustanski, B., Benbow, N., & Brown, C. H. (2017). “Scaling-out” evidence-based interventions to new populations or new health care delivery systems. Implementation Science, 12(1), 111.
*Aber, L., Brown, J. L., Jones, S. M., Berg, J., & Torrente, C. (2011). School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale. Development and Psychopathology, 23(2), 411–421.
*Allison, A. C., & Ferreira, R. J. (2017). Implementing cognitive behavioral intervention for trauma in schools (CBITS) with Latino youth. Child and Adolescent Social Work Journal, 34(2), 181–189.
Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., et al. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186.
*Anderson, E. M., Blitz, L. V., & Saastamoinen, M. (2015). Exploring a school-university model for professional development with classroom staff: Teaching trauma-informed approaches. School Community Journal, 25(2), 113–134.
*Beehler, S., Birman, D., & Campbell, R. (2012). The effectiveness of cultural adjustment and trauma services (CATS): Generating practice-based evidence on a comprehensive, school-based mental health intervention for immigrant youth. American Journal of Community Psychology, 50(1–2), 155–168.
Belur, J., Tompson, L., Thornton, A., & Simon, M. (2018). Interrater reliability in systematic review methodology: exploring variation in coder decision-making. Sociological methods & research, 0049124118799372.
*Berardi, A., & Morton, B. M. (2017). Maximizing academic success for foster care students: A trauma-informed approach. Journal of At-Risk Issues, 20(1), 10–16.
*Biegel, S., & Kuehl, S. J. (2010). Safe at school: Addressing the school environment and LGBT safety through policy and legislation. Boulder, CO: National Education Policy Center.
*Blitz, L. V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. The Urban Review, 48, 520–542.
Blitz, L. V., & Lee, Y. (2015). Trauma-informed methods to enhance school-based bullying prevention initiatives: An emerging model. Journal of Aggression, Maltreatment and Trauma, 24(1), 20–40.
*Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83.
*Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.
*Brymer, M., Taylor, M., Escudero, P., Jacobs, A., Kronenberg, M., Macy, R., et al. (2012). Psychological first aid for schools: Field operations guide (2nd ed.). Los Angeles: National Child Traumatic Stress Network.
*Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144–162.
*Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D., & Overstreet, S. (2018). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health, 11(1), 1–14.
*Charuvastra, A., Goldfarb, E., Petkova, E., & Cloitre, M. (2010). Implementation of a screen and treat program for child posttraumatic stress disorder in a school setting after a school suicide. Journal of Traumatic Stress, 23(4), 500–503.
Chriqui, J., Stuart-Cassel, T., Piekar-Porter, E., Temkin, D., Lao, K., Steed, H., et al. (2019). Using state policy to create healthy schools: Coverage of the whole school, whole community, whole child framework in state statutes and regulations, school year 2017–2018. Bethesda, MD: Child Trends.
Curran, F. C. (2016). Estimating the effect of state zero tolerance laws on exclusionary discipline, racial discipline gaps, and student behavior. Educational Evaluation and Policy Analysis, 38(4), 647-66e.
*Dariotis, J., Mendelson, T., & Blanchard, J. (2010). Mindfulness makes a difference in the lives of urban youth. Baltimore, MD: Center for Adolescent Health.
*Day, A. G., Somers, C. L., Baroni, B. A., West, S. D., Sanders, L., & Peterson, C. D. (2015). Evaluation of a trauma-informed school intervention with girls in a residential facility school: Student perceptions of school environment. Journal of Aggression, Maltreatment and Trauma, 24(10), 1086–1105.
Dedoose. (2018). Dedoose Version 8.0.35, web application for managing, analyzing, and presenting qualitative and mixed method research data. Los Angeles, CA: SocioCultural Research Consultants.
*Dever, B. V., & Raines, T. C. (2013). The use of student self-report screening data for mental health risk surveillance. In Conference abstract presented at society for research on educational effectiveness.
Donisch, K., Bray, C., & Gewirtz, A. (2016). Child welfare, juvenile justice, mental health, and education providers’ conceptualizations of trauma-informed practice. Child maltreatment, 21(2), 125–134.
*Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163–176.
*Dowdy, E., Furlong, M., Raines, T. C., Bovery, B., Kauffman, B., Kamphaus, R. W., et al. (2015). Enhancing school-based mental health services with a preventive and promotive approach to universal screening for complete mental health. Journal of Educational and Psychological Consultation, 25(2–3), 178–197.
*Dowdy, E., Harrell-Williams, L., Dever, B. V., Furlong, M. J., Moore, S., Raines, T., et al. (2016). Predictive validity of a student self-report screener of behavioral and emotional risk in an urban high school. School Psychology Review, 45(4), 458–476.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
*Eklund, K., & Rossen, E. (2016). Guidance for trauma screening in schools: A product of the defending childhood state policy initiative. Delmar, NY: The National Center for Mental Health and Juvenile Justice.
*Eklund, K., Rossen, E., Koriakin, T., Chafouleas, S. M., & Resnick, C. (2018). A systematic review of trauma screening measures for children and adolescents. School Psychology Quarterly, 33(1), 30.
*Ellis, B. H., Miller, A. B., Abdi, S., Barrett, C., Blood, E. A., & Betancourt, T. S. (2013). Multi-tier mental health program for refugee youth. Journal of Consulting and Clinical Psychology, 81(1), 129.
*Evers, T. (n.d.). Using Positive Behavioral Interventions & Supports (PBIS) to Help Schools Become More Trauma-Sensitive. Madison, WI: Wisconsin Department of Public Instruction. Retrieved from https://dpi.wi.gov/sspw/mental-health/trauma/pbis
*Field, J. E., Wehrman, J. D., & Yoo, M. S. (2017). Helping the weeping, worried, and willful: Psychological first aid for primary and secondary students. Journal of Asia Pacific Counseling, 7(2), 169–180.
*Fitzgerald, M. M., & Cohen, J. A. (2012). Trauma-focused cognitive behavior therapy for school psychologists. Journal of Applied School Psychology, 28(3), 294–315.
*Forman-Hoffman, V., Knauer, S., McKeeman, J., Zolotor, A., Blanco, R., Lloyd, S., et al. (2013). Child and adolescent exposure to trauma: comparative effectiveness of interventions addressing trauma other than maltreatment or family violence. Comparative effectiveness review no. 107. AHRQ pub no 13-EHC054-EF. Rockville, MD: Agency for Healthcare Research and Quality.
Franklin, C. G. S., Kim, J. S., Ryan, T. N., Kelly, M. S., & Montgomery, K. L. (2012). Teacher involvement in school mental health interventions: A systematic review. Children and Youth Services Review, 34(5), 973–982.
*Gonzalez, A., Monzon, N., Solis, D., Jaycox, L., & Langley, A. K. (2016). Trauma exposure in elementary school children: Description of screening procedures, level of exposure, and posttraumatic stress symptoms. School Mental Health, 8(1), 77–88.
*Goodkind, J. R., LaNoue, M. D., & Milford, J. (2010). Adaptation and implementation of cognitive behavioral intervention for trauma in schools with American Indian youth. Journal of Clinical Child and Adolescent Psychology, 39(6), 858–872.
*Graham, R. A., Osofsky, J. D., Osofsky, H. J., & Hansel, T. C. (2017). School based post disaster mental health services: Decreased trauma symptoms in youth with multiple traumas. Advances in School Mental Health Promotion, 10(3), 161–175.
*Guarino, K., & Chagnon, E. (Eds.). (2018a). Leading trauma-sensitive schools. Washington, DC: National Center on Safe Supportive Learning Environments.
*Guarino, K., & Chagnon, E. (Eds.). (2018b). Building trauma-sensitive schools. Washington, DC: National Center on Safe Supportive Learning Environments.
*Guarino, K., & Chagnon, E. (Eds.). (2018c). Understanding trauma and its impact. Washington, DC: National Center on Safe Supportive Learning Environments.
*Gudiño, O. G., Leonard, S., & Cloitre, M. (2016). STAIR-A for girls: A pilot study of a skills-based group for traumatized youth in an urban school setting. Journal of Child and Adolescent Trauma, 9(1), 67–79.
*Hansel, T. C., Osofsky, H. J., Osofsky, J. D., Costa, R. N., Kronenberg, M. E., & Selby, M. L. (2010). Attention to process and clinical outcomes of implementing a rural school-based trauma treatment program. Journal of Traumatic Stress, 23(6), 708–715.
Harris, M., & Fallot, D. (2001). Trauma-informed inpatient services. New Directions for Mental Health Services, 2001(89), 33–46.
*Herres, J., Williamson, A. A., Kobak, R., Layne, C. M., Kaplow, J. B., Saltzman, W. R., et al. (2017). Internalizing and externalizing symptoms moderate treatment response to school-based trauma and grief component therapy for adolescents. School Mental Health, 9, 184–193.
Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). London: Wiley.
*Ho, P., Tsao, J. C. I., Bloch, L., & Zeltzer, L. K. (2011). The impact of group drumming on social-emotional behavior in low-income children. Evidence-Based Complementary and Alternative Medicine, 2011, 1–14.
*Hoover, S., & Lever, N. (2017). State of school mental health: Briefing document prepared for expert panel on school mental health meeting September 7, 2017. National Center for School Mental Health, with support from SAMHSA and HRSA.
*Hoover, S. A., Sapere, H., Lang, J. M., Nadeem, E., Dean, K. L., & Vona, P. (2018). Statewide implementation of an evidence-based trauma intervention in schools. School Psychology Quarterly, 33(1), 44–53.
*Humphrey, N., & Wigelsworth, M. (2016). Making the case for universal school-based mental health screening. Emotional and Behavioural Difficulties, 21(1), 22–42.
*Ijadi-Maghsoodi, R., Marlotte, L., Garcia, E., Aralis, H., Lester, P., Escudero, P., et al. (2017). Adapting and implementing a school-based resilience-building curriculum among low-income racial and ethnic minority students. Contemporary School Psychology, 21(3), 223–239.
*Immerfall, S. J., & Ramirez, M. R. (2019). Link for schools: A system to prevent trauma and its adverse impacts. NASN School Nurse, 34(1), 21–24.
*Izard, E. (2016). Teaching children from poverty and trauma. Washington, DC: National Education Association.
*James, R. K., Logan, J., & Davis, S. A. (2011). Including school resource officers in school-based crisis intervention: Strengthening student support. School Psychology International, 32(2), 210–224.
*Jaycox, L. H., Kataoka, S. H., Stein, B. D., Langley, A. K., & Wong, M. (2012). Cognitive behavioral intervention for trauma in schools. Journal of Applied School Psychology, 28(3), 239–255.
*Jaycox, L. H., Stein, B. D., & Wong, M. (2014). School intervention related to school and community violence. Child and Adolescent Psychiatric Clinics, 23(2), 281–293.
*Kataoka, S., Langley, A. K., Wong, M., Baweja, S., & Stein, B. D. (2012). Responding to students with posttraumatic stress disorder in schools. Child and Adolescent Psychiatric Clinics, 21(1), 119–133.
*Kim, E. K., Dowdy, E., Furlong, M. J., & You, S. (2017). Mental health profiles and quality of life among Korean adolescents. School Psychology International, 38(1), 98–116.
*Klontz, B. T., Bivens, A., Michels, S., DeLeon, P. H., & Tom, L. (2015). The Mokihana Program: The effectiveness of an integrated department of education and department of health school-based behavioral health approach. Psychological Services, 12(2), 101.
Ko, S. J., Ford, J. D., Kassam-Adams, N., Berkowitz, S. J., Wilson, C., Wong, M., et al. (2008). Creating trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice. Professional Psychology: Research and Practice, 39(4), 396–404.
Kognito. (2018). Trauma-informed practices: Trauma training for schools from Kognito. New York: Kognito.
*Langley, A. K., Gonzalez, A., Sugar, C. A., Solis, D., & Jaycox, L. (2015). Bounce back: Effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events. Journal of Consulting and Clinical Psychology, 83(5), 853–865.
*Langley, A., Santiago, C. D., Rodríguez, A., & Zelaya, J. (2013). Improving implementation of mental health services for trauma in multicultural elementary schools: Stakeholder perspectives on parent and educator engagement. The Journal of Behavioral Health Services and Research, 40(3), 247–262.
*Larson, S., Spetz, J., Brindis, C. D., & Chapman, S. (2017). Characteristic differences between school-based health centers with and without mental health providers: A review of national trends. Journal of Pediatric Health Care, 31(4), 484–492.
*Lever, N., Stephan, S., Castle, M., Bernstein, L., Connors, E., Sharma, R., et al. (2015). Community-partnered school behavioral health: State of the field in Maryland. Baltimore: Center for School Mental Health.
*Little, S. G., Akin-Little, A., & Somerville, M. P. (2011). Response to trauma in children: An examination of effective intervention and post-traumatic growth. School Psychology International, 32(5), 448–463.
López, C. M., Andrews, A. R., III, Chisolm, A. M., de Arellano, M. A., Saunders, B., & Kilpatrick, D. (2017). Racial/ethnic differences in trauma exposure and mental health disorders in adolescents. Cultural Diversity and Ethnic Minority Psychology, 23(3), 382.
*Love, R. A., & Cobb, N. (2012). Developing schools’ capacities to respond to community crisis: The Tennessee Initiative. Journal of Child and Adolescent Psychiatric Nursing, 25(3), 158–163.
*Lyon, A. R., Bruns, E. J., Ludwig, K., Vander Stoep, A., Pullmann, M. D., Dorsey, S., et al. (2015). The Brief Intervention for School Clinicians (BRISC): A mixed-methods evaluation of feasibility, acceptability, and contextual appropriateness. School Mental Health, 7(4), 273–286.
*Manekin, S. (2016). City connects: Redesigning student support for academic success. The Abell report, No. 3 (Vol. 29). Baltimore, MD: Abell Foundation.
Marrast, L., Himmelstein, D. U., & Woolhandler, S. (2016). Racial and ethnic disparities in mental health care for children and young adults: a national study. International Journal of Health Services, 46(4), 810–824.
*Martin, S. L., Ashley, O. S., White, L., Axelson, S., Clark, M., & Burrus, B. (2017). Incorporating trauma-informed care into school-based programs. Journal of School Health, 68(12), 958–967.
*McCrea, K. T., Guthrie, D., & Bulanda, J. J. (2016). When traumatic stressors are not past, but now: Psychosocial treatment to develop resilience with children and youth enduring concurrent, complex trauma. Journal of Child and Adolescent Trauma, 9(1), 5–16.
*Mendelson, T., Tandon, S. D., O’Brennan, L., Leaf, P. J., & Ialongo, N. S. (2015). Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention. Journal of Adolescence, 43, 142–147.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269.
*Morgan, E., Salomon, N., Plotkin, M., & Cohen, R. (2014). The school discipline consensus report: Strategies from the field to keep students engaged in school and out of the Juvenile justice system. New York, NY: The Council of State Governments Justice Center.
*Morsette, A., van den Pol, R., Schuldberg, D., Swaney, G., & Stolle, D. (2012). Cognitive behavioral treatment for trauma symptoms in American Indian youth: Preliminary findings and issues in evidence-based practice and reservation culture. Advances in School Mental Health Promotion, 5(1), 51–62.
*Nadeem, E., Jaycox, L. H., Kataoka, S. H., Langley, A. K., & Stein, B. D. (2011). Going to scale: Experiences implementing a school-based trauma intervention. School Psychology Review, 40(4), 549.
*National Association of School Psychologists. (2017). Policy recommendations for implementing the framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists.
*National Child Traumatic Stress Network. (2017a). Addressing race and trauma in the classroom: A resource for educators. Durham, NC: National Center for Child Traumatic Stress.
*National Child Traumatic Stress Network. (2017b). Creating, supporting, and sustaining trauma-informed schools: A system framework. Los Angeles, CA: National Center for Child Traumatic Stress.
*National Child Traumatic Stress Network. (2018). Trauma-informed schools for children in K-12: A system framework. Durham, NC: National Center for Child Traumatic Stress.
National Education Association Education Policy and Practice Department. (2019). Backgrounder: Educating Students from Poverty and Trauma. Washington, DC: National Education Association. Retrieved from https://www.nea.org/assets/docs/21372%20Bacgrounder_Poverty-FINAL.pdf
Okonofua, J. A., Walton, G. M., & Eberhardt, J. L. (2016). A vicious cycle: A social–psychological account of extreme racial disparities in school discipline. Perspectives on Psychological Science, 11(3), 381–398.
*Openshaw, L. L. (2011). School-based support groups for traumatized students. School Psychology International, 32(2), 163–178.
*Overstreet, S., & Mathews, T. (2011). Challenges associated with exposure to chronic trauma: Using a public health framework to foster resilient outcomes among youth. Psychology in the Schools, 48(7), 738–754.
*Perry, D. L., & Daniels, M. L. (2016). Implementing trauma—informed practices in the school setting: A pilot study. School Mental Health, 8(1), 177–188.
*Pickens, I. B., & Tschopp, N. (2017). Trauma-informed classrooms. Reno, NV: National Council of Juvenile and Family Court Judges.
*Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-sensitive schools: An evidence-based approach. School Social Work Journal, 40(2), 37–60.
*RB-Banks, Y., & Meyer, J. (2017). Childhood trauma in today’s urban classroom: Moving beyond the therapist’s office. Educational Foundations, 30, 63–75.
*Reinbergs, E. J., & Fefer, S. A. (2018). Addressing trauma in schools: Multitiered service delivery options for practitioners. Psychology in the Schools, 55(3), 250–263.
*Resler, M. (2017). Facing the facts: Trauma-informed schools. Richmond, VA: Family and Children’s Trust Fund of Virginia.
*Rolfsnes, E. S., & Idsoe, T. (2011). School-based intervention programs for PTSD symptoms: A review and meta-analysis. Journal of Traumatic Stress, 24(2), 155–165.
*Rossen, E., & Cowan, K. (2013). The role of schools in supporting traumatized students. Reston, VA: National Association of Secondary School Principals.
*Salloum, A., & Overstreet, S. (2012). Grief and trauma intervention for children after disaster: Exploring coping skills versus trauma narration. Behaviour Research and Therapy, 50(3), 169–179.
*Santiago, C. D., Fuller, A. K., Lennon, J. M., & Kataoka, S. H. (2016). Parent perspectives from participating in a family component for CBITS: Acceptability of a culturally informed school-based program. Psychological Trauma: Theory, Research, Practice, and Policy, 8(3), 325–333.
*Santiago, C. D., Lennon, J. M., Fuller, A. K., Brewer, S. K., & Kataoka, S. H. (2014). Examining the impact of a family treatment component for CBITS: When and for whom is it helpful? Journal of Family Psychology, 28(4), 560–570.
*Santiago, C. D., Raviv, T., Ros, A. M., Brewer, S. K., Distel, L. M., Torres, S. A., et al. (2018). Implementing the Bounce Back trauma intervention in urban elementary schools: A real-world replication trial. School Psychology Quarterly, 33(1), 1–9.
*Schultz, D., Barnes-Proby, D., Chandra, A., Jaycox, L. H., Maher, E., & Pecora, P. (2010). Toolkit for adapting cognitive behavioral intervention for trauma in schools (CBITS) or supporting students exposed to trauma (SSET) for implementation with youth in foster care. Technical Report. Santa Monica, CA: RAND Corporation.
*Schultz, D., Barnes-Proby, D., Chandra, A., Jaycox, L. H., Maher, E., & Pecora, P. (2012). Toolkit for adapting cognitive behavioral intervention for trauma in schools (CBITS) or supporting students exposed to trauma (SSET) for implementation with youth in foster care. Rand Health Quarterly, 2(1), 13.
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*Substance Abuse and Mental Health Services Administration. (2012). 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.
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*Sypniewski, R. (2016). Motivational Interviewing: A practical intervention for school nurses to engage in trauma informed care. NASN School Nurse, 31(1), 40–44.
*Szumilas, M., Wei, Y., & Kutcher, S. (2010). Psychological debriefing in schools. Cmaj, 182(9), 883–884.
*Taku, K., Cann, A., Tedeschi, R. G., & Calhoun, L. G. (2017). Psychoeducational intervention program about posttraumatic growth for Japanese high school students. Journal of Loss and Trauma, 22(4), 271–282.
*Taylor, J. T., & Serim, J. (2015). Investing in healing: Supporting trauma-informed care for youth. A formative evaluation of the youth & trauma-informed care grant program. Oakland, CA: Kaiser Permanente and San Francisco.
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von der Embse, N., Rutherford, L., Mankin, A., & Jenkins, A. (2018). Demonstration of a trauma-informed assessment to intervention model in a large urban school district. School Mental Health, 11, 276–279.
*Wiest-Stevenson, C., & Lee, C. (2016). Trauma-informed schools. Journal of Evidence-Informed Social Work, 13(5), 498–503.
*Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2016). The heart of learning and teaching: Compassion, resiliency, and academic success. Olympia, WA: Washington State Office of Superintendent of Public Instruction (OSPI) Compassionate Schools.
*Zakszeski, B. N., Ventresco, N. E., & Jaffe, A. R. (2017). Promoting resilience through trauma-focused practices: A critical review of school-based implementation. School Mental Health, 9(4), 310–321.