A Scoping Review of School-Based Efforts to Support Students Who Have Experienced Trauma

Abstract

The current review sought to describe the published literature relative to addressing trauma in schools. Through a systematic review of peer-reviewed publications as well as gray literature, we identified a total of 91 publications that were coded for study rigor as well as a number of intervention characteristics. Publications included in the review mentioned a variety of intervention components, most notably an emphasis on counseling services, skill development, psychoeducation related to trauma, and parent engagement. We identified a relative lack of empirical evaluation of whole-school approaches and interventions intended to be delivered by non-clinical staff. We also found that less rigorous publications were more likely to highlight the needs of particularly vulnerable groups of youth and to emphasize cultural competence and community engagement in efforts to address trauma in schools. We call for more rigorous evaluation of practices and policies that take a whole-school approach and can be implemented by non-clinical staff. In particular, we highlight the need to evaluate professional development strategies that can help school staff acquire knowledge and skills that can translate into improved outcomes for students-especially students from historically marginalized groups. We also emphasize the importance of ensuring that high-quality research be made accessible to policymakers and school staff to ensure that clear, evidence-based guidance is available to avoid programs, practices, and policies that may inadvertently traumatize students or exacerbate symptoms among students who have already experienced trauma.

Educational resilience among youth in foster care

“…Careful, contextually appropriate systematic practice should be the goal (Theron, 2016). A public health approach that addresses trauma in schools has great value (Overstreet & Mathews, 2011), but a recent review of school‐based efforts to address trauma revealed the limited number of whole‐school efforts and a lack of rigor in existing studies specifically those focused on students impacted by trauma such as those in foster care (Stratford et al, 2020). It is also important for schools to address the whole child.…”

Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma

“…Even for schools that do take steps to create trauma-informed environments, evidence of effectiveness is still limited. 19…”

“…Rather, many resources highlighted connections between multi-tiered systems of support (MTSS) such as positive behavior intervention in schools (PBIS) and trauma-informed efforts, a trend that was highlighted in other recent reviews. 19,45,46 These frameworks, which are similar to the public health model for prevention and intervention, call for whole-school approaches (tier 1) as well as supportive and clinical intervention strategies (tiers 2 and 3) for those who are at risk for or experiencing trauma symptoms. The vast majority of states (40 as of 2019) encourage or require schools to implement MTSS, but few states do so with an explicit frame toward trauma.…”

“…41,45 For example, cognitive behavioral interventions for trauma in schools and trauma-focused cognitive behavioral therapy are well-established with multiple rigorous evaluations. 19 However, such targeted approaches may not be able to serve the needs of all students who are experiencing trauma. In particular, in their evaluation of a PBIS approach to trauma, von der Emse et al 48 noted that schools with large proportions of students with unmet needs are likely to experience challenges as they work to implement tier 2 and tier 3 interventions; in many cases, more students need services than resources can provide.…”

“…Several states also recommend or require the use of screening tools to identify students who may be experiencing trauma 18 . Unfortunately, even as policymakers require schools to implement these practices, there is limited evidence as to their effectiveness 19 …”