Document Type
Article
Publication Date
Fall 2019
Abstract
Students exposed to trauma face a range of negative outcomes from poor adult physical and mental health, behavioral and emotional problems, and difficulties performing in the classroom. Trauma-informed schools attempt to break that cycle by identifying students early, providing interventions to promote healing, and preventing future trauma from happening. In order to meet this goal, schools must make systematic changes and collaborate with parents and mental health agencies. Teachers make changes to their classroom practices and environment to ensure that students feel safe and connected. In this literature review, the negative impacts of trauma and history of trauma research are discussed. Next, the principles of trauma-informed schools and possible frameworks are explained. Finally, considerations for school districts, including possible roadblocks, strategies for teachers, and outcomes for students are explored.