The Impact of Trauma-Based Training on Educators

Abstract

An extensive literature establishing the prevalence of Adverse Childhood Experiences (ACEs) and their destructive impact over the lifespan has motivated recent efforts to fundamentally alter the educational milieu. One such initiative, entitled BCompassionate Schools,^involves the training of educators in trauma-informed and trauma-sensitive practices, in the hopes of creating scholastic environments more conducive to widespread resilience. Despite encouraging initial reports, few studies have empirically evaluated the impact of Compassionate Schools training on attendees. The current investigation reports the results of two studies. In Study 1, participants completed a questionnaire 6 months after their Compassionate Schools trainings, including items relevant to mindset and behavior change. In Study 2, participants completed the Attitudes Relevant to Trauma Informed Care (ARTIC) scale before and after a Compassionate Schools training. The majority of participants in Study 1 reported enduring changes in mindset and behavior as a result of their trainings, and described those changes in terms consistent with the Compassionate Schools model. ARTIC responses in Study 2 suggested marked trauma-informed attitudinal improvements between pre-and post-training assessments. These data, although preliminary, are consistent with the Compassionate Schools paradigm, and empirically support its promise as a ACEs-informed intervention for educators.

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

“…These findings replicate previous studies evaluating the CS programme in an educational setting (Parker et al, 2019), and add to the small yet growing evidence-based research on TIC implementation using theoretical grounded, effective TIC models in schools. Furthermore, and to our knowledge, this study is the first study evaluating TIC programmes in schools that establishes internal validity by way of a control group.…”

“…Additionally, instruction on self-care and on recognising and responding to stress and how stress manifests in the classroom along with school leadership buy-in seemed to de-escalate patterns of burnout in participants within the intervention group. Finally, teaching staff advocating for and endorsing CS training represents preliminary but encouraging evidence of the suitability and acceptability of CS training in schools (Parker et al, 2019).…”

“…Fortunately, and with the groundswell of ACE literature linking childhood trauma to a range of both proximal and distal negative outcomes, child welfare advocates have begun to encourage the implementation of whole-school trauma informed practice (Thomas et al, 2019;Wolpow et al, 2009). Practice is viewed as being trauma informed providing it promotes healthy, caring, and supportive relationships between students, teachers, and ancillary staff (Parker et al, 2019). Parker et al (2019) outline the benefits of nurturing relationships highlighting an increase in resilience, self-regulation, executive function, and interpersonal competence in traumatised youth.…”

“…Practice is viewed as being trauma informed providing it promotes healthy, caring, and supportive relationships between students, teachers, and ancillary staff (Parker et al, 2019). Parker et al (2019) outline the benefits of nurturing relationships highlighting an increase in resilience, self-regulation, executive function, and interpersonal competence in traumatised youth. Trauma informed practice requires a paradigm shift in perspective and attitude illustrated by not asking "What is wrong with you?"…”

Trauma‐informed care, schools, and mental health professionals

“…A recent study (Parker et al, 2019) demonstrated significant attitudinal change in personnel undergoing compassionate schools training regarding:…”