Analysis of trauma symptomology, trauma-informed care, and student-teacher relationships in a residential treatment center for female adolescents.

A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

“…Four of these studies appear to have been conducted in the same educational setting, with one of these studies (Baroni et al, 2016) conducted during the same academic years as the three other studies (Crosby et al, 2017, 2018; Day et al, 2015). Six articles reviewed the impact of embedded trauma-informed education interventions (Baroni et al, 2016; Crosby et al, 2017, 2018; Day et al, 2015; Gonshak, 2011; Millenky et al, 2019), with an additional article reviewing the impact of a targeted tier of a trauma-informed multitier system of supports (Judge, 2018). One located article did not find positive impacts on either academic or academic-related outcomes as a result of the trauma-informed education program (Gonshak, 2011).…”

“…Six articles reviewed the impact of embedded trauma-informed education interventions (Baroni et al, 2016; Crosby et al, 2017, 2018; Day et al, 2015; Gonshak, 2011; Millenky et al, 2019), with an additional article reviewing the impact of a targeted tier of a trauma-informed multitier system of supports (Judge, 2018). One located article did not find positive impacts on either academic or academic-related outcomes as a result of the trauma-informed education program (Gonshak, 2011). Nonetheless, a majority of identified articles reported positive impacts on some (not all) academic or academic-related outcomes based on exposure to the trauma-informed education program…”

“…Although they found improvements on two of the resiliency measures, with another six resiliency measures demonstrating growth, the remaining four resiliency measures demonstrated decline following the intervention. Lastly, Gonshak (2011) reviewed the impact of a trauma-informed teacher training curriculum (for working specifically with survivors of childhood abuse) on outcomes for students who attend an on-campus school within a residential treatment center. Although no improvements were reported regarding teacher knowledge or practices in the classroom or on student’s trauma symptomology or perceptions of their relationship with their teacher, it was demonstrated that teacher beliefs about trauma-informed care and student trauma symptomology are predictors of student–teacher relationship quality (Gonshak, 2011).…”

“…Although most studies reported improvements in academic or academic-related outcomes, some studies did not report improvements as a result of the trauma-informed education program (Day et al, 2015; Gonshak, 2011; Hatchett et al, 2017; Mitchell, 2016). Day et al (2015) highlighted a vast majority of teachers were reported by students as responsive to their needs before the staff training being implemented, possibly explaining their results.…”

“…It has been established that higher levels of mental health symptoms are associated with an increase in school functioning difficulties (Threlfall et al, 2017), adding to our understanding of the implication of this reduction in self-reported PTSD symptoms and improvement in emotional functioning. Furthermore, Gonshak (2011) highlighted that their results of no change to teacher’s knowledge of trauma, no change to their beliefs about trauma-informed care, or no changes in their emotionally supportive behaviors in the classroom were explained by the low sample size of teachers. Furthermore, they also concluded that student outcomes may need to be tracked over “many months” to observe “considerable changes in the student-teacher relationship” (Gonshak, 2011, p. 87).…”