Multi-tiered approaches to trauma-informed care in schools: a systematic review

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    33 Citations (Scopus)

    Abstract

    Childhood trauma can adversely impact academic performance, classroom behaviour, and student relationships. Research has gradually explored integrated approaches to care for traumatised students in schools. Increasingly, research has pointed to implementation of multi-tiered programs to trauma-informed care for traumatised students in schools. However, evaluations of these programs are limited and no systematic review of the existing evidence has been conducted. The aim of this research was to be the first systematic review to explore evidence on multi-tiered, trauma-informed approaches to address trauma in schools. Results of this systematic review yielded 13 published and unpublished studies. Findings indicated that further research, guided by empirical evidence of the effectiveness of multi-tiered and trauma-sensitive approaches in schools, is required. Recommendations for research in the area of trauma-sensitive, multi-tiered care in schools are provided.

    Original languageEnglish
    Pages (from-to)650-664
    Number of pages15
    JournalSchool Mental Health
    Volume11
    Issue number4
    DOIs
    Publication statusPublished - Dec 2019

    Keywords

    • Multi-tiered
    • Post-traumatic stress disorder
    • School
    • Trauma
    • Trauma-informed

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