Multi-tiered approaches to trauma-informed care in schools

a systematic review

Research output: Contribution to journalReview ArticleResearchpeer-review

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 Results of this systematic review yielded 13 published and unpublished studies.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
Number of pages15
JournalSchool Mental Health
DOIs
Publication statusAccepted/In press - May 2019

Keywords

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

Cite this

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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 Results of this systematic review yielded 13 published and unpublished studies.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.",
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Multi-tiered approaches to trauma-informed care in schools : a systematic review. / Berger, Emily.

In: School Mental Health, 05.2019.

Research output: Contribution to journalReview ArticleResearchpeer-review

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