Designing school-built environments for trauma-informed education

Sophie Lea; Emily Berger

doi:10.4324/9781003436034-6

Designing school-built environments for trauma-informed education

School of Educational Psychology & Counselling

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

Abstract

Chapter 6 explores the impact of the school-built environment on students and the school community. In this chapter, the impact and importance of the school setting and how these spaces support all students’ learning, specifically those requiring a trauma-informed approach is discussed. This chapter also covers three major foundations of design: the physical, ambient, and aesthetic elements in a school setting. This chapter finalizes with recommendations for implementing a suitable trauma-informed school environment.

Original language	English
Title of host publication	Understanding and Implementing Trauma-Informed Practice in School
Subtitle of host publication	An Evidence-Based Guide
Editors	Karen E. Martin, Emily Berger, Shantel D. Crosby
Place of Publication	Abingdon UK
Publisher	Routledge
Chapter	6
Pages	111-131
Number of pages	21
Edition	1st
ISBN (Electronic)	9781040497203, 9781003436034
ISBN (Print)	9781032565446, 9781032565439
DOIs	https://doi.org/10.4324/9781003436034-6
Publication status	Published - 2026

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10.4324/9781003436034-6

Cite this

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title = "Designing school-built environments for trauma-informed education",

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author = "Sophie Lea and Emily Berger",

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Designing school-built environments for trauma-informed education. / Lea, Sophie ; Berger, Emily.
Understanding and Implementing Trauma-Informed Practice in School: An Evidence-Based Guide. ed. / Karen E. Martin; Emily Berger; Shantel D. Crosby. 1st. ed. Abingdon UK: Routledge, 2026. p. 111-131.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

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AU - Berger, Emily

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AB - Chapter 6 explores the impact of the school-built environment on students and the school community. In this chapter, the impact and importance of the school setting and how these spaces support all students’ learning, specifically those requiring a trauma-informed approach is discussed. This chapter also covers three major foundations of design: the physical, ambient, and aesthetic elements in a school setting. This chapter finalizes with recommendations for implementing a suitable trauma-informed school environment.

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SN - 9781032565439

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EP - 131

BT - Understanding and Implementing Trauma-Informed Practice in School

A2 - Martin, Karen E.

A2 - Berger, Emily

A2 - Crosby, Shantel D.

PB - Routledge

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ER -

Designing school-built environments for trauma-informed education

Abstract

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Research output

Understanding and Implementing Trauma-Informed Practice in School: An Evidence-Based Guide

Cite this