Typically, special education teachers, behavioral specialists, and school psychologists collaborate with general educators to develop an individualized plan for a student who needs more intensive supports. Infusing and embedding a trauma-informed perspective into functional behavior analyses and behavioral plans, which incorporate an understanding of trauma, trauma and loss reminders, trauma’s impact on key developmental domains, and evidence-based practices for supporting children experiencing traumatic stress into its behavior support planning process.

Many of the evidence-based small group Tier 2 interventions (e.g., CBITS, Bounce Back, Coping Cat) can be implemented with an individual student at greater risk, rather than in a group setting, to address the student's more intensive needs. Other individualized interventions include :

• Trauma-Focused Cognitive Behavioral Therapy (TF-CBT): an evidence-based treatment for children and adolescents impacted by trauma and their parents or caregivers

• Acceptance and Commitment Therapy (ACT): an evidence-based approach to daily stressors and stressful life events that assists in developing psychological flexibility through the use of mindfulness skills and behavioral therapy

For many schools that do not have the resources or capacities to provide treatment at this level, the school psychologist and/or school counselor should work with colleagues (e.g., school social worker) to ensure that adequate community supports are identified prior to the return to school (NJASP, 2020).

It is critical that school personnel actively partner with families to address safety issues and concerns, define family needs, and regularly share input about how their child is doing (NJASP, 2020). Schools should work with families to ensure that they have an easy and accessible contact within the school, which allows them to provide frequent feedback to the school. Families should have opportunities to discuss their issues and concerns, define their needs, explore their roles in their child's treatment, and provide regular updates regarding their perspective of their child's progress. When planning student interventions, problem solving teams must consider the general issues that the student's caregivers face (e.g., financial challenges, personal stress, interpersonal stress, etc.).

School psychologists and school counselors should work with school social workers, as applicable, and be prepared to share appropriate mental health referrals within the community, including those that offer services through insurance and income-based payment.