The formation and functions of school‐based trauma‐leadership teams: A preliminary qualitative study

Abstract

Studies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma‐leadership teams (TLTs) are a novel systems‐based intervention in which a team of educators deepens knowledge and works to implement trauma‐responsive policies and practices within the school community. The current study used a consensual qualitative research design to (a) understand the ways TLTs are created, (b) describe educators' perceived benefits and outcomes of these teams, and (c) describe how TLTs are applied in schools to improve trauma‐informed care practices. Additionally, the study highlights growth areas for TLT implementation. Domains from interviews include (1) Formation of TLTs; (2) Benefits and Outcomes of TLTs; (3) Trauma‐Responsive Competency; and (4) Growth Areas of TLT. Results suggest that TLT members view TLTs positively, offer insight into how TLTs are formed, and see benefits from TLTs within their school communities. Results also suggest areas for growth for TLTs.