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(p. 3) The Evolution of Trauma-Informed Schools 

(p. 3) The Evolution of Trauma-Informed Schools
Chapter:
(p. 3) The Evolution of Trauma-Informed Schools
Author(s):

Kathryn Simon

, Sidonia E. Compton

, and Stacy Overstreet

DOI:
10.1093/med-psych/9780190052737.003.0001
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date: 08 April 2020

Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. As the trauma-informed schools movement gains momentum, educators, policymakers, and researchers are collaborating to identify the key components of trauma-informed schools, evaluate the effectiveness of varied approaches, and translate trauma-informed policies into practices that are sustainable within school settings. The first goal of this introductory chapter is to provide an overview of some of the factors fueling the growth of trauma-informed schools. The discussion highlights recent national and state legislation that has led to changes in policy and practices supporting trauma-informed approaches in schools and summarizes key advances in empirical research supporting the development of implementation strategies and evidence-based practices essential to the sustainment of trauma-informed schools. The second goal of the chapter is to summarize the core implementation elements required to establish trauma-informed schools. While describing the variety of frameworks available to establish trauma-informed schools, the authors identify cross-cutting assumptions of the varied approaches as well as key implementation elements critical for the development and sustainment of trauma-informed schools.

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