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Strategy. Trauma-Informed Schools

Approach. Adopt a trauma-informed approach in schools to connect children to the community services they need.

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Overview. Trauma-informed schools include trauma-informed strategies and education for all students. (tier 1), supplemental supports for some students. (tier 2), and intensive interventions for students who suffer from trauma exposure. (tier 3). These multi-component interventions typically include revisions to disciplinary policies, social-emotional instruction, school-wide appropriate education about trauma, parent/caregiver education and engagement, data monitoring and routine screening, and individualized intensive support (e.g., cognitive behavior therapy or wrap around services) for students who exhibit symptoms of trauma. Trauma-informed schools often develop community partnerships to support these efforts and collaborate across child services to coordinate care.[1, 2, 3] The 2015 National Survey of Children Exposed to Violence indicates that nearly 60% of children have been exposed to trauma in the past year; more than 1 in 10 children reported 5 or more exposures.[4]

Evidence. Moderate Evidence. Strategies based on moderate evidence show a clear trend toward positive results. While these approaches are likely to be effective, further research is needed to confirm their impact. Implement with evaluation to better understand specific local effects.

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • School staff training and fidelity data
  • Parent/caregiver engagement and satisfaction data
  • Staff perception and experience surveys

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Mental Health. This strategy promotes emotional, psychological, and social well-being of individuals and communities.
  • Access to/Receipt of Care. This strategy increases the ability for individuals to obtain healthcare services when needed, including preventive, diagnostic, and treatment services.
  • Community Health Factors.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Policy Development and Enforcement (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. There are currently no ESMs that use this strategy. Search similar intervention components in the ESM database.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of schools that adopt a trauma-informed approach, including multi-tiered supports and community partnerships after collaborating with Title V. (Shows the reach and scale of the approach)
  • Number of school staff. (educators, administrators, support staff) trained by Title V in trauma-informed practices and principles. (Indicates the capacity building and readiness of the school workforce to implement the approach)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of schools that adopt a trauma-informed approach, including multi-tiered supports and community partnerships after collaborating with Title V. (Shows the reach and scale of the approach)
  • Percent of school staff. (educators, administrators, support staff) trained by Title V in trauma-informed practices and principles. (Indicates the capacity building and readiness of the school workforce to implement the approach)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of families who report increased engagement, trust, and satisfaction with the school as a result of the trauma-informed approach and community partnerships led by Title V. (Indicates the approach's impact on strengthening family-school relationships and reducing challenges to support)
  • Number of trauma-informed school teams or workgroups formed by Title V to monitor implementation, identify gaps, and plan for continuous improvement of the approach. (Indicates the infrastructure and process for ensuring quality and sustainability of the approach)
  • Number of students who demonstrate improved academic, behavioral, and social-emotional outcomes after receiving trauma-informed supports led by Title V in school. (Shows the approach's effect on promoting resilience and positive development among students affected by trauma)
  • Number of students affected by trauma who show clinically significant improvements in mental health and well-being after receiving school-based trauma interventions led by Title V. (Shows the approach's effect on promoting healing and recovery among students with identified trauma symptoms)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of families who report increased engagement, trust, and satisfaction with the school as a result of the trauma-informed approach and community partnerships led by Title V. (Indicates the approach's impact on strengthening family-school relationships and reducing challenges to support)
  • Percent of trauma-informed school teams or workgroups formed by Title V to monitor implementation, identify gaps, and plan for continuous improvement of the approach. (Indicates the infrastructure and process for ensuring quality and sustainability of the approach)
  • Percent of students who demonstrate improved academic, behavioral, and social-emotional outcomes after receiving trauma-informed supports led by Title V in school. (Shows the approach's effect on promoting resilience and positive development among students affected by trauma)
  • Percent of students affected by trauma who show clinically significant improvements in mental health and well-being after receiving school-based trauma interventions led by Title V. (Shows the approach's effect on promoting healing and recovery among students with identified trauma symptoms)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

[1] Phifer 2016 - Phifer LW, Hull R. Helping students heal: Observations of trauma-informed practices in the schools. School Mental Health. 2016;8(1):201-205.

2 McInerney 2014 - McInerney M, McKlindon A. Unlocking the door to learning: Trauma-informed classrooms & transformational schools. Education Law Center. 2014.

3 WI DPI-TSS - Wisconsin Department of Public Instruction (WI DPI). Mental health and trauma sensitive schools (TSS): Wisconsin’s Trauma Sensitive Schools Initiative.

4 OJJDP-Exposure to violence 2015 - Office of Juvenile Justice and Delinquency Prevention (OJJDP). Children's exposure to violence, crime, and abuse: An update. Juvenile Justice Bulletin. 2015.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.