Embedding trauma-informed practice within the education sector

Emily Berger, Karen Martin

Research output: Contribution to journalComment / DebateOtherpeer-review


This commentary discusses the lack of evidence regarding trauma-informed practice in schools and the challenges caused by inconsistent definitions, lack of program integration and lack of school policies related to trauma-informed practice. These approaches are argued as being essential for greater uptake and sustained delivery of trauma-informed practice in schools.

Original languageEnglish
Number of pages5
JournalJournal of Community and Applied Social Psychology
Publication statusAccepted/In press - 2020


  • adolescents
  • children
  • school
  • trauma
  • trauma-informed

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