Systematic Review of School-Wide Trauma-Informed Approaches

Avery, Julie; Morris, Heather; Galvin, Emma; Misso, Marie; Savaglio, Melissa; Skouteris, Helen

doi:10.1007/s40653-020-00321-1

Cited by 60 publications

(68 citation statements)

References 42 publications

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“…Finally, perhaps acknowledging the need for multicomponent interventions, Avery et al (2021) limited their systematic review to school-wide trauma-informed interventions that included at least two of the following three elements: (1) staff PD on the impact of trauma, (2) practice change (e.g., prevention and/or intervention work), and (3) organizational change (e.g., revising policies or procedures to be trauma informed). The authors were only able to identify four school-based studies that met these criteria.…”

Section: Existing Research On Trauma-informed Professional Developmen...mentioning

confidence: 99%

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Koslouski

2022

Front. Educ.

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This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview (n = 16) and survey (n = 22) data were collected. Quantitative results indicated that educators reported substantial shifts in their thinking and teaching practices. Almost half reported that their thinking shifted a lot and 55% reported that their practices shifted somewhat. Qualitative themes demonstrated increased understandings of trauma and secondary traumatic stress; increased empathy for students, families, colleagues, and compassion for self; enacting proactive strategies; reappraising interactions with students; increased collaboration with colleagues; and enacting self-care strategies as a result of participating in the professional development intervention. Results have implications for policy and practice, particularly the need for implementation and evaluation of trauma-informed approaches during and after the COVID-19 pandemic.

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Section: Existing Research On Trauma-informed Professional Developmen...mentioning

confidence: 99%

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Koslouski

2022

Front. Educ.

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“…Given their acknowledged status as a central field in young people's experiencesone in which there are various support systems and structuresschools are undoubtedly at the forefront of this and provide a unique opportunity to intervene. Ensuring that educators understand and draw from trauma-aware pedagogies can help teachers to cater for the behavioural and learning needs of trauma-affected students in a meaningful way, creating an environment that promotes inclusion, healing and personal growth (Brunzell, Stokes, and Waters 2016;Avery et al 2020). With the ever-present pressures on teachers to incorporate a seemingly endless stream of additional 'best practices' and curriculum adaptations alongside already complex and demanding roles, hesitancy to consider further pedagogical change is understandable.…”

Section: What Is Trauma-aware Pedagogy?mentioning

confidence: 99%

Developing evidence-informed principles for trauma-aware pedagogies in physical education

Quarmby

Sandford

Green

et al. 2021

Physical Education and Sport Pedagogy

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Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a unique context whereby participation is public, and the body plays a central role. Our work with care-experienced young people (who are likely to have experienced trauma) tells us that the depth of vulnerability felt by students who have been exposed to trauma is unlikely to be fully be recognised by PE teachers. Purpose: This paper therefore seeks to enhance practitioners' understanding of how trauma manifests and the impact it can have on children and young people's engagements in PE. It is driven by two key questions. First, why is it important for physical educators to have an awareness and understanding of trauma? Second, what principles might underpin trauma-aware pedagogies for PE? Discussion: We note how childhood trauma has been found to consistently impact neurological, physiological and psychological development. Understanding the impact of trauma, and the responses it might evoke, is beneficial for those working with/for children and young people so as to help them comprehend the underlying reasons why some children and young people have difficulties with learning, building relationships and managing behaviour. In an effort to help mitigate the impact of trauma and prevent re-traumatisation, drawing on our collective experiences of working with care-experienced youth and practitioners in PE, physical activity and sport-related contexts, we suggest that the following five evidence-informed principles might be helpful when seeking to enact trauma-aware practice: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief. Conclusion: The principles we identify all point to the need for creating safe environments, shaped by consistency, positive connections and opportunities for interaction and engagement. It is not our intention, however, to suggest that there is only one way to enact a trauma-aware pedagogy, rather that an understanding of trauma may enable physical educators to ask when, and for whom, it might be best to draw on particular models in the teaching of PE, through which these principles can be applied.

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“…Making Space: Shifting From a Trauma-Informed Approach to a Healing-Centered Approach Emerging from medical and mental health discourses, traumainformed approaches in schools seek to respond to and help address trauma(s) students enter schools with (Overstreet and Chafouleas, 2016;Avery et al, 2020). Through this model, schools become "a key entry point for mental health services and assessment of trauma, [however] teachers and school staff are generally not sufficiently trained in trauma-informed care" (Dutil, 2020, p. 173); resulting in students who are navigating trauma to experience harsher disciplinary action (Crosby et al, 2018;Dutil, 2020).…”

Section: Positioning Schools As Sites Of Collective Healingmentioning

confidence: 99%

Centering Loss and Grief: Positioning Schools as Sites of Collective Healing in the Era of COVID-19

et al. 2021

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When the COVID-19 pandemic hit the United States, everyday life was fundamentally transformed. Schools and small businesses were forced to shut down. Individuals were encouraged to wear masks in public settings, “shelter-in-place” orders were implemented across several cities and states, and social distancing became a routine practice. Some lost their jobs and livelihood, while others lost the day-to-day physical connection with colleagues and friends, as their “work-life” had shifted to home. To be certain, the variety of losses that people individually and collectively experienced during the COVID-19 pandemic is quite vast—ranging from small, seemingly inconsequential losses (like the freedom to get a haircut) to more considerable and painful losses (like the loss of life). It is important to note that these losses overlapped with other crises that were fomenting across the nation at the same time—for example, the rise of the white supremacist movement, Black Lives Matter, anti-Asian racism, and draconian immigration enforcement, amongst others. These other pandemics also produced losses, such as the loss of civil rights, crackdowns on civic participation, and fundamental violations of basic human rights and civil liberties. In this paper, we discuss the “losses” we are currently experiencing as a nation and the need for school leaders to pay attention to the range of losses people are experiencing in their daily lives. We draw particular attention to those losses compounded by intersecting historical oppressions that disproportionately impact historically marginalized students, families, and communities. We also (re)imagine the transformation of schools to sites of collective healing that work to humanize the collective experience by anchoring actions in resistance, love, collective well-being, hope, and solidarity with and alongside teachers, students, families, and communities.

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Systematic Review of School-Wide Trauma-Informed Approaches

Cited by 60 publications

References 42 publications

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Developing evidence-informed principles for trauma-aware pedagogies in physical education

Centering Loss and Grief: Positioning Schools as Sites of Collective Healing in the Era of COVID-19

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