Research by Lily Harding
Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63-83.
This paper puts forth a conceptual model for trauma-informed positive education (TIPE) based on ideas from the field of positive psychology and a review of literature (including empirical studies, conceptual papers, and meta-analyses) on trauma-informed education practices. This TIPE approach consists of (1) repairing regulatory abilities, (2) repairing disrupted attachment, and (3) increasing psychological resources in students affected by trauma. In their literature review, Brunzell et al. find that because students' development of the ability to regulate their emotions and stress responses is greatly hindered by their experience of trauma, introducing students to regulatory strategies, and providing opportunities for students to practicing those strategies, in the classroom is essential to assist students in remediating this missing development. Next, because trauma often leads children to develop insecure attachment styles, the literature suggests that it is important for teachers to offer their students unconditional positive regard to give students opportunities to develop more secure attachments and positive relationships to adult figures. Using positive psychology to build on the existing literature, Brunzell et al. add that it is important for healing to not only repair students' deficits but to also nurture students' strengths so that they can experience positive emotions, engagement, and accomplishment and therefore increase their wellbeing. Based on positive psychology research, this paper suggests that decreasing students' deficits and increasing their strengths may affect each other synergistically and create a "positive upward spiral," in which benefits to students' mental health and wellbeing are exponentially increased. However, taking into account the sequentiality of neural development, increasing students' psychological resources can only occur effectively once a student achieves a certain level of repair of regulatory abilities and attachment or relational capacity. This work has important implications for school staff working with youth who have experienced trauma because the integration of a strengths-based approach at an appropriate developmental time could greatly improve student healing and mental health outcomes.
Crosby, S. D. (2015). An ecological perspective on emerging trauma-informed teaching practices. Children & Schools, 37(4), 223-230.
In this review of literature on current and emerging trauma-informed practices in schools, Crosby argues for the usefulness of applying Bronfenbrenner's ecological model of social development to supporting students who have experienced trauma and implementing trauma-informed practices. She explains how considering student's entire ecologies can help teachers and mental health professionals address the impacts of trauma on student behavior and performance more holistically, discussing considerations for the micro-, meso-, exo-, and macro-systems within which students lives are situated. Implications of applying an ecological lens to trauma-informed schools include: (1) the need for school staff to consider their role in students' micro-systems and their effects on students' other ecological systems and work to strengthen connections between students' various micro-systems, (2) meso-system collaborations among school and mental health professionals, across school districts to develop trauma-informed care networks, and between school professionals and caregivers to improve support for students who have experienced trauma, (3) developing trauma-informed exo-systems, which can be creating via school-wide professional development on the prevalence of and impacts of childhood trauma and how to implement trauma-informed practice and interventions, and (4) affecting macro-system change via policy and legislation that require or encourage use of trauma-informed practices.
Phifer, L. W., & Hull, R. (2016). Helping students heal: Observations of trauma-informed practices in the schools. School Mental Health, 8, 201-205.
This paper reviews and comments on three case studies of trauma-informed programs at schools in a range of locations (rural Appalachia, San Francisco, CA, and New Haven, CT. Phifer and Hull find that the tiered approach to implementation and educators' expertise in applying a trauma lens, resulting from professional development, greatly contributed to the success of these three programs. The findings suggest the need for increased and improved professional development for teachers so that they are able to implement trauma-informed practices effectively.
Research by Opal Gayle
Luthar, S. S, Mendes, S. H. (2020) Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology v8 n2 (20200402): 147-157
In their article “Trauma-informed schools: Supporting educators as they support the children”, Luther et al, (2020) explores the implication of these institutions on educators and highlights the need for teachers in these schools to get adequate support as they are at a higher risk of suffering burnout. “Considering the challenges in using a trauma-informed approach, it is clear that while teachers have long been recognized as critical in promoting childhood resilience, there is also much evidence that they themselves experience high everyday stress (Luthar & Men, 2020). A survey of ten educators (8 female, 2 males, 2020) revealed that teachers experienced much stress or fatigue trying to “stay positive” in the face of ongoing challenges, as well as feelings of inadequacy or helplessness either from concerns about physical aggression and violence at school or that they were not doing a good job responding to their students’ needs. Luthar and Mendes (2020) also cite stressors from teachers owing to standardized testing, chronic student truancies, and negative evaluations.
Some possible solutions are to recruit more teachers to “increase the number of professionals dedicated to children’s mental health needs on school premises (Luthar & Mendes, 2020 p. 151). The authors conclude by pinpointing the current major concern of the growing shortage and turnover of teachers. They acknowledge that most teachers are committed to helping students but in order to help address the issue, the authors project one possible future solution as all professionals such as educators and psychologists working together, and schools or learning communities that work to ensure that educators “feel seen, heard, valued, and cared for” (p.151).
Astor. R. A., Watson. K. (2024) in their article, A Critical Review of Empirical support for trauma-informed approaches in schools and a call for conceptual, empirical and practice integration, offer a more global view of the paradigm of trauma-informed schools, citing similar
Astor. R. A., Watson. K. (2024) in their article, A Critical Review of Empirical support for trauma-informed approaches in schools and a call for conceptual, empirical and practice integration, offer a more global view of the paradigm of trauma-informed schools, citing similar models in Canada, UK, and Australia. They argue that as societies and nations are increasingly recognizing the pervasiveness and impact of childhood trauma, there is a growing interest in adopting this model for learning communities across the globe. This article highlights the necessity of trauma-informed schools by citing their findings of overwhelming research that shows that children’s exposure to trauma often results in cognitive disabilities, lower IQs, memory impairments, attention deficits, higher rates of discipline, and increased symptoms of anxiety and depression.
While many schools today are able to offer services geared towards supporting all students, there is still much on-going research that is needed to satisfactorily mitigate the long-term effects of trauma. Watson (2024) states that the estimated prevalence of traumatic experiences among children is quite high. Even in the United States, prior to the COVID-19 pandemic, 80% of students reported at least one exposure to violence and other acts of victimization (p. 3). Watson lists eight components for addressing issues of trauma, with the first being “understanding, recognizing, and making a commitment to address trauma” (p. 11). They go on to explain the importance of training as a method to ensure that administrators, educators, and other relevant professionals can recognize trauma-related symptoms in students and each other. Watson concludes by reiterating the challenges that continue to exist in the conceptualization and study of multi-dimensional school-based models so, it is incumbent on schools to establish high-level goals and strategies while allowing flexibility in their implementation tactics.
Copeland, W.E. (2007). Traumatic Events and posttraumatic stress in childhood. Archives of General Psychology.
While Williams (2007), in his article “Traumatic Events and posttraumatic stress in childhood”, does not directly address or offer much directly about trauma-response schools, his contribution is important because his research highlights somewhat of the “origin story” as he writes about the high occurrence of traumatic experiences during childhood, particularly mistreatment, and their relationship to numerous psychiatric disorders as well as other behavioral and emotional impairment. Copeland’s research also highlighted that while some children may recover quickly, other will continue to struggle with more persistent and severe symptoms.
Works Cited
Astor. R. A. , Watson. K. (2024) A Critical Review of Empirical support for trauma-informed approaches in schools and a call for conceptual, empirical and practice integration. Review of Education. Volume 13, issue 1.
Copeland, W.E. (2007). Traumatic Events and posttraumatic stress in childhood. Archives of General Psychology.
Luthar, S. S, Mendes, S. H. (2020) Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology v8 n2 (20200402): 147-157
Research by Esther Reyes
Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2), 41–46. https://doi.org/10.1177/107429561602500206
This article explains the core ideas behind trauma-informed practices in schools. Cavanaugh argues that trauma affects how students behave and learn, so challenging behaviors should be understood as stress responses rather than defiance. The article offers practical strategies, such as helping students regulate emotions before expecting academic work, providing choices to increase their sense of control, and creating emotionally safe environments where students feel supported.
The article is important for educators because it highlights how small changes in teaching and classroom management can make a big difference for all students, especially those affected by trauma. It also stresses the need for teachers to be trained in trauma awareness so they can better support students and build trusting relationships.
Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2), 41–46. https://doi.org/10.1177/107429561602500206
National Child Traumatic Stress Network (NCTSN). (2018). Creating, supporting, and sustaining trauma-informed schools: A systems framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress. https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf
This framework breaks down what it really takes to build a trauma-informed school. It goes beyond just adding a few programs and calls for whole-system changes. Schools need to rethink how they handle discipline and staff development and create spaces where safety and belonging come first. The guide makes a strong case for moving away from reactive, punitive approaches and toward strategies that support all students, especially those dealing with trauma.
What I find especially useful is how it connects trauma-informed practices directly to MTSS. Many recommendations, like staff training and consistent routines, fit well with Tier 1 supports. It also includes targeted help through small groups and partnerships with counselors in Tier 2. For Tier 3, it highlights individualized care and trauma-specific services. This guide helped me see that trauma-informed work isn’t separate from MTSS; it actually makes it stronger. If we want schools to feel safe and predictable for all kids, this kind of system-level change is essential.
National Child Traumatic Stress Network (NCTSN). (2018). Creating, supporting, and sustaining trauma-informed schools: A systems framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress. https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf
Avery, J. C., Morris, H., Galvin, E., Misso, M., & Savaglio, M. (2020). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14(3), 381–397. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8357891/
This article reviews four school-wide trauma-informed models being used in different schools. The authors look at what each model includes, like staff PD, changes to school discipline, and trauma-informed classroom practices. Most of the data is qualitative, but schools that used these models reported feeling safer, more connected, and more supportive overall. Teachers said they felt more confident responding to student needs, and students showed better behavior and emotional regulation.
For schools using MTSS, this article makes it easier to see how trauma-informed practices can be layered across tiers. Tier 1 strategies like training and school-wide expectations create the foundation. Tier 2 supports include things like screening tools or small-group sessions. Tier 3 might involve individual plans or clinical referrals. What stood out to me was how much these models depend on consistency and follow-through. Trauma-informed work can’t just be a buzzword or a PD session; it needs to show up in daily systems and routines.
Avery, J. C., Morris, H., Galvin, E., Misso, M., & Savaglio, M. (2020). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14(3), 381–397. https://doi.org/10.1007/s40653-020-00321-1
Avery, J. C., Morris, H., Galvin, E., Misso, M., & Savaglio, M. (2020). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14(3), 381–397. https://doi.org/10.1007/s40653-020-00321-1
Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2), 41–46. https://doi.org/10.1177/107429561602500206
National Child Traumatic Stress Network (NCTSN). (2018). Creating, supporting, and sustaining trauma-informed schools: A systems framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress. https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf