Jill Sharkey

• University of California, Santa Barbara

This longitudinal study examines young adult mental health (MH) trajectories after exposure to natural disasters (i.e., hurricanes, wildfires, mudslides) across four waves, two pre- and two during the COVID-19 pandemic. Participants (n = 205) answered questions about anxiety, depression, and post-traumatic stress symptoms (PTSSs) across Waves (Ws)...

With the growing recognition of the prevalence and impact of adverse childhood experiences, building trauma-informed service systems is critical. Although there are many online resources to help school systems become more trauma informed, how much they meet the needs of educators is not well understood. To help schools implement trauma-informed pra...

Educators are often on the frontline of supporting the well-being of their students. Thus, it is critical to ask teachers what they need in regard to implementing trauma-informed practices in schools (TIPS). This mixed-methods, community-initiated needs assessment explored educators’ well-being and use of trauma-informed resources. A random selecti...

Limited research has explored how the characteristics of student and teacher racial/ethnic composition may explain students’ perceptions of school climate. This study used stratified analysis to assess the associations of two prominent diversity aspects (i.e., student racial/ethnic diversity and teacher racial/ethnic diversity) with students’ perce...

Given that over two‐thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma‐informed practices and resources. The current study investigated factors that affected teacher use of trauma‐informed resources within two school districts in California...