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Abstract

The focus of this article is on the important need for educators in trauma-informed schools to receive ongoing support themselves. That K-12 teachers should attend to their students’ mental health is now commonly emphasized and indeed is invaluable for prevention purposes. At the same time, teachers in general are at high risk for burnout, and there can be much additional stress from routinely providing empathic support to troubled students in classrooms. After reviewing the relevant literature, we provide preliminary data – based on first-hand reports from 10 teachers in trauma-informed K-12 schools – about major challenges faced and ways in which these might be alleviated. These exploratory insights are then discussed within the framework of current recommendations in the field of resilience in childhood. The latter clearly indicates that if adults in major socializing roles (parents as well as teachers) contend with high everyday stress, the most important protective factor is their ongoing access to supportive relationships in everyday life settings. The paper concludes with directions for future work, highlighting areas where educational and school psychologists might spearhead and support training efforts, and help to incorporate support-based interventions within schools’ institutional cultures.
Running Head: TRAUMA-INFORMED SCHOOLS
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#International Journal of School & Educational Psychology
PRE-PUBLICATION VERSION
For published version, please email SLuthar@Authconn.com
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$ '%
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&'$
"'""
$%"%B$%%
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#&'$%$"
52'$02'&"
$.%$$
*"-$
$'
De'ning central terms: Trauma and its e*ects
'%0"%
%%"34
""6.''Ce"'"'
e2%"
"e*".
''''$-%D3'7E'>4
4
TRAUMA-INFORMED SCHOOLS
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364'$"$%
=''5%@388>4$
'CDCD63!
F%"'77745
'6'<356'784'''
*''-
'"G#'
6'=''5%'@388>4
6$"""'$%&
@''-'
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L%0'<'77M4
What does it mean for a school to be trauma-informed?
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0trauma-informed approachesC;D''C'
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5
TRAUMA-INFORMED SCHOOLS
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20'C-$
0-$
D3<'79'O4
-%"3'A'<='7>4
')37>4" 
0%-$%$"
L"
"-$-
%"'$
*"3@'L'<;'7>4
Bene'ts and challenges of using trauma-informed approaches
%0$$-
%.?'
""2
3''<'7J4%
."'$"'
 $.13'7>?'
)'<P'78?4'-'
6
TRAUMA-INFORMED SCHOOLS
 $.%""
'%%
*'%.-
"%"''
"$$.3'
7E4
'2'-'
$"% 
3=''<N*'7O?@<'774'
""2"

%3Q%'N$'<%"'79?%''L.('<
@'778?+'77J47EQ
'E9:%

;%-
"$?
3''%'('<)'
7M4$%%'
%$$-%'
%$$
$"3;'"&-N''<Q%'794#
'.%%
*3-;'7M4&"%
"$'%"1
*%$% ?
-0$3<6%'7M?
56'784
%%$""
?burden of caregiving. #
$%'$'
2"'
3)'7O?%-=<'77O?'
7>4%%% *
7
TRAUMA-INFORMED SCHOOLS
3N'7?'7J?'7?RN1<
'7794='C%D%
2$%23)'@'<'74'
$CD3'N'<='
7794
;'$'%trigger
painful re-experiencing .$34'$
%"$3'7J?'@'''<
)'7J4%$
%%$'
$%''"%
"'$"
3;'%'<@*'7O4
.involves their parents
"'$
%%2*'

.'$
$-"'
%"''"
'"3')'<P'4
&competent about their abilitiesto help
$3'N'('F'<'
7?@'Q '<'7794?%.$-%
1 $$3'74;
"gaps in training"
'"-%"
*-
3Q%'78?;'''F'<Q'74
=' traumatic events occurring at school 
*#'%
%""
3)'Q'@'6$'<5-;'77J4(
7J-9'$OMO'877327:4%
8
TRAUMA-INFORMED SCHOOLS
$$1%'7'O77
%3'P'@'P'<L'
784-*.$-%35'
777?@'('<'74'
"H$"
3('77M4'"'%'-"
 3'7?7>4$
CD%.
Qualitative insights on teachers’ needs
@""
-'"
"%'".37>4
 %$" '
'$%$-
)-'$"

Methods
$-'&"%
-%$-)-
$"-*$
$%
.$%1
.2$-''
$%%"F
$0'C@%$%
2BD
Participants
?"%)-
5$$$$
6$.
"2 %13''
4'$%%%%'
$"'
9
TRAUMA-INFORMED SCHOOLS
'%%

Results
#2'2'
compassion fatigue2
"%
#'*
C"D1
'$"%%%
%
'"%feelings of inadequacy and even
fearfulness$.
$".'C#$
%%'%
S#$#%$
'$D'$*$
"

%physical aggression and violence at school $
$L"0CD
$C.$$.
%"%D%$
 physical restraint practices
$.%"
%'evaluative policies 
=2'
$"*
"%
2%'""%
.%/"%$%
./".
10$standardized testing
'%C$
T
10
TRAUMA-INFORMED SCHOOLS
D$3"4
$$C
"%D6%'C
%%"
.'D'-
 $$A$$$
-'

#%'
$.increasing the
number of professionals dedicated to children’s mental health needs
.""'&%
*.%"L
.$$C0
'D$'C$
U$VDL
022=
2'0$$
N-0N"3NN4"%
additional training$2%'$
0#.'
$""22'
%%".*'C
""
%$%$
"%'&%'"$"%'
%%.D
0&*
'"2overall policy changes
"CUV$'D
$$"
&$
$"$'
$%$%@'
11
TRAUMA-INFORMED SCHOOLS
2'$%%"
$"%3<)*'7O4?
'%$
#$
'C#1$%%"&0'
*'$##.$#.$
.%"
$$#.%/
SD
-.0
%%how much trauma information can or should be shared'$
$'%$"'
C#$%$$
.%
'$
D
='0mandated social-emotional
learning364#
$'C#6
-'$'$.
%$D
@2'
6'
'%%"3''
'4
Discussion
N$&"1
'21%$1
 $'$
"2'$
0"#'$%2
'"*
"%$%
$0'
12
TRAUMA-INFORMED SCHOOLS
2-'$34&"-
'$3%4&"a priori 
"$%
-'&"2
2$%
@0%
$"'
=$'$
$'%$%
Resonant themes
%$.'0'
$$
''$'*"
*$$
0"
"6"$'$2 
0$$"
%%*
?7E-7J'2'
"J773
'7J4$?
%' 7-7JJ
M9$3L6('
7>4'%%'
&-
"3''
784
%$
2$$
-""%.
."-'$""
C$D
%3'7>4=
'$"
13
TRAUMA-INFORMED SCHOOLS
$$
;'
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14
TRAUMA-INFORMED SCHOOLS
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5. )-%
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$#$$"
$$1$'DC$1
$'%N#$D
6'$ 
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C%$#%#$
'##$$$$
$#$$'DC#.W$'
''%'#.
0#%"%"."
&N.#X"YD35'
784
The critical missing ingredient: Ongoing support for the teachers
#'"
'2
ongoing supports forthemselves. '
$$K'
$'-'$
1%%$$-%'
$$CD
'%
"'%
15
TRAUMA-INFORMED SCHOOLS
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'0$0"
"3<'7J?<
6%'7M4'"
2"$'$
$'."1;
$"'"'"
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16
TRAUMA-INFORMED SCHOOLS
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'3%4".$-%"@
'X1%%%C"$
%'2'2D3='77'
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/'%'**/"
0%%
%$
%"2'"
-%"%1.$-%'
'%3<)'7>4
Conclusions
17
TRAUMA-INFORMED SCHOOLS
$"!
'$-$'
% %%%
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$''
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and Practice, 38394'9J-9J8
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('+' '''6'<%" '3794
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Health'83794'9O/M9HHH777MHO7-79-8MM-7
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374
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and Consumer Sciences,903O4'O
='+'''<N*'F37O4"
F#Handbook of resilience in children3
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Social Psychology of Education, 5(3),8-J
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20
TRAUMA-INFORMED SCHOOLS
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Theory and Practice'173E4'EM8/E89
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;'F"!"
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F"Child and Adolescent
Psychiatric Clinics of North America, 2434'O8/OOO
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Review of Educational Research, 7934'E8/JJ
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Managerial Psychology, 20'M>/>M
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Psychology, 313M4'>EO/>J9HHH77>7H7EEOE7797>9J7
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 'Clinical Supervisor, 3234'E/EO
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21
TRAUMA-INFORMED SCHOOLS
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5'(;37774R#(<
N364'Violence in American schools: A practical guide for counselors
3O/742'R
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23
TRAUMA-INFORMED SCHOOLS
[\%*7%J<[\<[\%<
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L6(37>4L6(3-" 4
62M+78
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$BClinical Psychology Review, 233O4'EE8/
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$"6F>=='
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Future of Children, 2734'OM/JJ
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24
TRAUMA-INFORMED SCHOOLS
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Forward, American Medical Association.
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BBrief Treatment and Crisis Intervention, 634'M8/8>
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Child and Adolescent Psychiatry, 4534'9/9>
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Mental Health
Promotion: An Evidence Informed Framework for Implementation'37J-9
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25
TRAUMA-INFORMED SCHOOLS
5!Social Psychology of Education,1834'OM-JE
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Biological Psychiatry, 613O4'O>-O>>
... A traumainformed approach includes equipping teachers with trauma knowledge; creating a safe and supportive environment; being attentive to triggers and trauma responses; promoting selfregulation and emotional well-being; and providing appropriate support and resources to students who have experienced trauma (Jacobson, 2021;Miller & Flint-Stipp, 2024). In early childhood, a trauma-informed approach can identify early signs of a child's reactive distress, provide appropriate interventions to minimize worsening issues, and potentially alter the life trajectory of a young child facing challenges (Cole et al., 2013;Crosby, 2015;Leschied et al., 2018;Luthar & Mendes, 2020). ...
... The role of the teacher in a trauma-informed school goes beyond imparting academic skills; it includes creating a safe environment, recognizing and responding to students' emotional needs, developing trustworthy relationships, and promoting resilience. By fostering a culture of understanding, compassion, and empathy, teachers significantly contribute to the well-being and academic success of their students in a trauma-informed educational environment (Berger et al., 2021;Luthar & Mendes, 2020). ...
... Understanding the effects of trauma can assist teachers in better interpreting the behaviors of these children and providing appropriate support without missing early intervention opportunities. This can prevent further deterioration of issues within the school environment (Cole et al., 2013;Crosby, 2015;Luthar & Mendes, 2020). ...
Article
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Travmatik olayların çocuklar üzerindeki etkilerinin daha fazla fark edilmeye başlanması ile dünya literatüründe travma bilgili eğitim yaklaşımlarına olan ilgi artmıştır. Böylece travmanın çocuklar üzerindeki fizyolojik, sosyal, duygusal ve akademik etkilerini anlamak ve eğitim sistemlerinde değişiklikler yapmak gerektirdiğini vurgulayan bir anlayış oluşmuştur. Travma bilgili eğitim anlayışı, güvenli ve destekleyici bir sınıf ortamı yaratmayı, tetikleyicilere ve travma tepkilerine karşı dikkatli olmayı, öz düzenlemeyi teşvik etmeyi ve travma yaşayan öğrencilere uygun destek sağlamayı içermektedir. Bu anlayış doğrultusunda, eğitimcilerin travmanın çocuk üzerindeki etkilerini tanıyıp en aza indirmek için nasıl tepki vereceklerini bilmeleri ve uygun desteği sağlama konusunda bilgi ve becerilere sahip olması gerekmektedir. Böylece travma bilgili öğretmen çocukların yaşadığı zorlukları erken dönemde tanımlayabilir, yeniden travma yaşama riskini azaltabilir, uygun destek ve kaynakları sağlayarak sıkıntının artmasını engelleyebilir ve iyileşme için güvenli bir ortam sağlayabilir. Ancak Türkiye travma açısından kırılgan bir ülke olmasına rağmen, Türkiye'de travma ve eğitim ilişkisi yeterince ele alınmamıştır. Bu çalışmada travma bilgili öğretmen anlayışı kapsamlı bir şekilde ele alınmıştır. Çalışma sonucunda ise kültürel hassasiyetimizi yansıtan, duyarlı, kanıta dayalı uygulamalar ve araştırmalar yapılarak travma bilgili okul sistemlerinin oluşturulması, travma bilgili öğretmenlerin bu konudaki yetkinliklerinin artırılması ve desteklenmesi önerilmektedir. Abstract: With the increasing recognition of the impacts of traumatic events on children, interest in trauma-informed educational approaches has grown in the global literature. This has led to the development of an understanding that emphasizes the need to comprehend the physiological, social, emotional, and academic effects of trauma on children and the necessity of making changes in educational systems. The concept of trauma-informed education involves creating a safe and supportive classroom environment, being attentive to triggers and trauma responses, promoting self-regulation, and providing appropriate support to students who have experienced trauma. Accordingly, educators must be knowledgeable and skilled in recognizing the effects of trauma on children, reducing these effects, and providing appropriate support. Thus, a trauma-informed teacher can identify the difficulties children face at an early stage, reduce the risk of re-traumatization, prevent the worsening of distress by providing suitable support and resources, and create a safe environment for healing. However, despite Turkey being a vulnerable country in terms of trauma, the relationship between trauma and education has not been adequately addressed in Turkey. This study comprehensively examines the concept of trauma-informed teaching. As a result of the study, it is recommended to establish trauma-informed school systems that reflect our cultural sensitivities, to develop sensitive and evidence-based practices and research, and to increase and support the competencies of trauma-informed teachers in this regard.
... Secondary traumatic stress has been further exacerbated (Lawson et al., 2019;Luthar & Mendes, 2020), as educators experience the consequences of working with a changing youth population: students with mental instability, first-hand trauma and adverse childhood experiences (ACEs), that cover a range of potential exposure to trauma including environmental factors such as household abuse, neglect, poverty, or exposure to a family member suffering from mental illness (Brunzell et al., 2021). The struggle to manage students' trauma and adverse behavior is perhaps the greatest anti-care trigger, as it greatly contributes to the vast unseen workload of teachers: emotional labor and the burden of caregiving (Luthar & Mendes, 2020;Wall, 2021). ...
... Secondary traumatic stress has been further exacerbated (Lawson et al., 2019;Luthar & Mendes, 2020), as educators experience the consequences of working with a changing youth population: students with mental instability, first-hand trauma and adverse childhood experiences (ACEs), that cover a range of potential exposure to trauma including environmental factors such as household abuse, neglect, poverty, or exposure to a family member suffering from mental illness (Brunzell et al., 2021). The struggle to manage students' trauma and adverse behavior is perhaps the greatest anti-care trigger, as it greatly contributes to the vast unseen workload of teachers: emotional labor and the burden of caregiving (Luthar & Mendes, 2020;Wall, 2021). ...
... Extreme and chronic stress often leads to burnout, a psychological syndrome characterized by gradual exhaustion and loss of commitment that develops in response to workplace stress particularly within the helping professions (Maslach & Jackson, 1981). Teaching is among the helping professions at the highest risk for burnout, as 46% of American educators report high stress daily (Luthar & Mendes, 2020). Turnover is one of many undesirable results of anti-care practices that lead to compassion fatigue, depersonalization and secondary traumatic stress (Brunzell et al., 2021;Lawson et al., 2019). ...
Article
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Purpose Guided by several of the 9 essentials of what it means to be a PDS (NAPDS, 2021), authors share a plea to rethink the teacher burnout-attrition-staffing crisis with a call toward a moral imperative of recentering an ethic of care. Many schools are operating under anti-care practices which directly undermine teacher wellness in part due to secondary traumatic stress, rising workload demands and intensive student needs. Design/methodology/approach Reflecting a compilation of teacher voices, including participants from three research studies and the collective decades-worth experience of educator scholars, this paper presents a synthesis of educator burnout and the role of educator wellness within trauma-informed social emotional learning initiatives. Findings The practical model of educator resilience offers a potential solution to burnout and attrition by prioritizing care for teachers individually and collectively prior to addressing care for students. Originality/value The model articulates educator resilience as the motivational force of life within a school community focused on an ethic of care that drives the collective and individuals within the collective to be their best. This aligns with foundation principles of PDS schools and Goodlad and colleagues’ decades-old call to foreground the moral dimensions of teaching in school reform (1990).
... Teacher risk of burnout has gained scholarly and popular media attention that further highlights the need to better understand and support teachers in their EL (Billingsley and Bettini, 2019;Federičová, 2021;Madigan and Kim, 2021;Edsall, 2022;Perna, 2022). This would seem an urgent task when considering the increase in calls for teachers to engage in more EL as an essential part of their job that infers counselor-adjacent and social worker-adjacent labor that can have notable overlap (Berardi and Morton, 2019;Lawson et al., 2019;Venet, 2019;Luthar and Mendes, 2020;Madigan and Kim, 2021;Maclean and Law, 2022;Wessen et al., 2022). ...
... The context that teachers are in matters for their resiliency, so interventions to support teachers should be adaptable for individual needs (Ainsworth and Oldfield, 2019). Systematic administrative support may be designed to better support teachers in schools (Luthar and Mendes, 2020). ...
... Reaching such a tipping point can cause emotional fatigue that may negatively affect teacher morale (Osofsky et al., 2008;Cieslak et al., 2014). Teachers tend to have much higher morale-and are much less likely to experience STS-when they feel respected by school administrators and students (Kincade et al., 2020;Luthar and Mendes, 2020;Simon et al., 2022). Supporting teacher morale is important in helping them manage the trend in the increase of cognitive load expectations in their work . ...
Article
Full-text available
Several psychological factors are discussed in relation to teachers’ emotional labor (EL). Ecological systems theory (EST) is used in relation to the role of emotional intelligence (EI) to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. An international selection of the literature is synthesized in relation to the factors that may affect EL in relation to STS risk among teachers who have students with adverse childhood experiences (ACEs). The concept of EI is central to this discussion of theoretical relationships between EI and STS risk relevant to teachers’ EL. While there is much literature on Bronfenbrenner’s EST and Gardner’s multiple intelligences (MI) theory separately, there is room in the literature for exploring EST to contextualize the topic of STS risk as it relates to the concept of EI. The purpose of this study is to discuss allostatic load factors that may affect teachers’ EL and to discuss potential ways to acknowledge EL.
... The findings suggest that vulnerable teachers should be given support to safeguard their mental health, particularly when working with trauma-affected students. Exposure to such students is likely to increase rates of secondary traumatic stress (Essary et al., 2020), and teachers with a personal trauma history may be at greater risk of re-traumatisation (Berger & Nott, 2023;Luthar & Mendes, 2020). Increased burnout is detrimental for positive school environments, and teachers' selfcare needs to be a priority to ensure strong teacher-student relationships (Aldrup et al., 2018). ...
... If schools can support teachers to develop emotional resilience, the rewards on teachers and students' mental health and educational outcomes could be substantial. Certainly, schools should have a responsibility to ensure the well-being of their staff, as teachers need to be optimally functioning in order to provide the best quality educational care for trauma-affected students (Luthar & Mendes, 2020). Endorsing a reflexive teaching practice and nurturing coping skills along with other relevant strategies could be beneficial (Southall et al., 2022). ...
Article
Full-text available
Childhood trauma can result in developmental and psychosocial problems leaving teachers struggling to manage the effects of students’ trauma and potentially leading to increased burnout. The present study investigated whether teachers’ attitudes towards teaching trauma-affected students and prior experience with trauma predicted teacher burnout. Five types of prior experience were informed by the multidimensional model of attitude strength: the extent and valence (i.e., how favourable or unfavourable the experience was) of direct teaching experience, the extent and valence of personal experience, and the extent of indirect experience (trauma-training). The study investigated whether the relationships between prior experiences and burnout were mediated by teachers’ attitudes, controlling for teacher age. Australian mainstream teachers (N = 536) were recruited to an online survey through snowball sampling on social media. Results showed that attitudes significantly mediated the relationships between all experience variables with burnout, except for the extent of personal experience. More favourable attitudes were predicted by more direct experience (contrary to the hypothesised direction) and indirect experience (as hypothesised). Regarding valence of experience, exploratory analyses found more favourable direct and personal experiences predicted more favourable attitudes. Supporting the hypotheses, all mediations found more favourable attitudes predicted less burnout, while more personal experience predicted greater burnout. These cross-sectional findings suggest that greater experience teaching trauma-affected students, trauma-training, and fostering favourable perceptions of teachers’ personal trauma may protect teachers from burnout. Future research using longitudinal designs is needed to support causal effects between teachers’ experiences, attitudes, and burnout.
... Pre-service teachers should also receive such training, together with the development of skills to provide suitable support (Hobbs et al., 2019). Teachers have also found this work emotionally taxing, and require supports at an interpersonal level, as well as assistance to develop coping skills (Luthar & Mendes, 2020). Thus, trauma informed schools require appropriate policy setting and resourcing to provide effective assistance. ...
Article
Full-text available
Internationally, there is growing recognition of the scale and consequences of intimate partner homicides (IPH). A significant, though often neglected consequence is how many children are impacted by these tragic events. In such challenging circumstances, children need stability, continuity and trusted people they can rely on for support. This paper aims to understand how best to provide school-based support for children following parental IPH by investigating the experiences of affected children, their caregivers and professionals with experience of working with these children. Semistructured interviews were undertaken with 35 participants in Australia, the UK and Ireland (11 with lived experience, 12 caregivers and 12 professionals). We developed two key themes through the data analysis process: (1) School as a supportive place and (2) Limited access to a trusted, supportive adult at school. We found that schools can potentially be supportive, safe, stable, and consistent places for affected children, and teachers and counsellors can help provide trusted, supportive relationships for them; however, there needs to be effective resourcing within an overall policy structure. Schools are in a strategic position to identify the effects of trauma in the children’s lives and can also provide a valuable link between children and relevant specialist services. There are limitations, however, regarding both the accessibility and availability of suitable skilled and experienced practitioners who can support the children, their caregivers, and school staff. Ongoing care teams need to be established to provide the comprehensive, individualised services these children need.
... In turn, what happens in the schools calls for intervening and protective factors for both the youth and their educators who are confronted by the daily conditions associated with violence in their community. If education is "the greatest hope" (van der Kolk, 2014, p. 353) for children experiencing trauma, then revisioning of teacher preparation and institutional support by the school system are essential (although not sufficient) components in addressing the mental health trauma associated with community violence (Kim et al., 2021;Luthar & Mendes, 2020). Therefore, the research team offers the following recommendations regarding school system policies to address some of the challenges of serving a community with a higher-than-average occurrence of violence and its associated collective trauma: ...
Article
Full-text available
Community violence is a serious public health problem, and research on community violence consistently documents a relationship between exposure to community violence and adolescents’ psychological and behavioral challenges, which, when considered cumulatively, can be understood as collective trauma. Preventing and mediating exposure to community violence by local schools is, thus, an important part of efforts to promote healthy adolescent development. As a societal problem, community violence and its socio-psychological effects lend themselves to an interdisciplinary approach for researching the problem and possible intervention and mitigation in local schools. The integrative, interdisciplinary approach to problem analysis in this study provides a framework for addressing trauma due to community violence as it affects the school environment. Narrative analysis, as a method of discovery, reveals the struggles of high school teachers dealing with the effects of violence-based trauma on their students. Policy recommendations and implications for future research are included.
... Franklin et al. [14] have suggested that interventions delivered by teachers and non-clinicians can be beneficial for youth mental health, they highlight the lack of empirical evidence regarding their effectiveness. Nonetheless, teachers and teaching assistants are increasingly tasked with providing mental health support to young people [15,16]. Ensuring that schools have access to evidence-based interventions deliverable by staff for supporting those who have experienced ACEs is important, but presently no summary of this evidence exists. ...
Article
Full-text available
Exposure to adverse childhood experiences (ACEs) is recognised globally as a risk factor for health problems in later life. Awareness of ACEs and associated trauma is increasing within schools and educational settings, as well as the demand for supportive services to address needs. However, there is a lack of clear evidence for effective interventions which can be delivered by non-clinicians (e.g., the school staff themselves). Thus, we undertook a systematic review to answer the question: What evidence exists for the efficacy of non-clinician delivered trauma-based interventions for improving mental health in school-age youth (4–18 years) who have experienced ACEs? The protocol for the review is registered in the PROSPERO International Prospective Register of Systematic Reviews (ID: CRD42023417286). We conducted a search across five electronic databases for studies published between January 2013 and April 2023 that reported on interventions suitable for non-clinician delivery, were published in English in the last 10 years, and involved participants aged 4–18 years (school-age) that had exposure to ACEs. Of the 4097 studies identified through the search, 326 were retrieved for full text screening, and 25 were included in the final review. Data were extracted from included articles for analysis and selected studies were quality assessed using validated assessment tools. Data were analysed through narrative synthesis. There was considerable heterogeneity in study design, outcome measures, and the interventions being studied. Interventions included CBT, mindfulness and art-based programs. A key finding was that there is a lack of high-quality research evidence to inform non-clinician delivered trauma-informed interventions. Many included studies were weak quality due to convenience sampling of participants and potential bias. Cognitive Behavioural Therapy (CBT)-based approaches are tentatively suggested as a suitable target for future rigorous evaluations of interventions addressing ACE-related trauma recovery and mental health improvement in school-age youth.
... Numerous studies also highlight the prevalent lack of confidence among teachers in their ability to support traumatised students, with insufficient training in trauma-aware practices undermining their self-efficacy (Alisic, 2012;Brunzell et al., 2018;Luthar & Mendes, 2020;Oberg & Bryce, 2022). Educators who are in contact with traumatised students should be provided with opportunities to build their understanding of the potential adverse impacts that such interactions can have on their mental health and overall well-being. ...
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