School trauma-informed practice policy

Emily Berger, Karen Martin

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

Trauma-informed training and approaches are increasing in schools. Trauma-informed school approaches include establishing school relationships, increasing student resilience, establishing student goals, and student regulation of emotions and behaviour.

The purpose of this policy is to promote innovative, interdisciplinary approaches of teachers and other school staff in response to student trauma recovery, including enhancing understanding of the events, experiences, and effects of childhood trauma, improving trauma awareness, recognition, and responses of school staff, and reducing re-traumatisation of students in schools. This policy also intends to outline the pillars of trauma-informed practice (including Safety, Trustworthiness and Transparency, Peer Support, Collaboration and Mutuality, Empowerment, Voice and Choice, and Cultural, Historical, and Gender Issues) and strategies to implement these principles in schools.
Original languageEnglish
Title of host publicationBuilding Better Schools with Evidence-based Policy
Subtitle of host publicationAdaptable Policy for Teachers and School Leaders
EditorsKelly-Ann Allen, Andrea Reupert, Lindsay Oades
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter14
Pages104-111
Number of pages8
Edition1st
ISBN (Electronic)9781003025955
ISBN (Print)9780367458874, 9780367458898
DOIs
Publication statusPublished - 2021

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