A report of the findings of two studies conducted on the training of educators on trauma-informed care (TIC) is presented in this article. With one sample ( N = 552), Study 1 results indicated that both full-day and half-day training resulted in improved scores on attitudes regarding TIC. There were no significant differences in pre-training and post-training scores across those who received half-day and full-day training. With a second sample ( N = 159), Study 2 examined whether four middle schools within one school district with varying amounts of prior TIC training would differ in scores on the Attitudes Related to Trauma-Informed Care (ARTIC-35) scale before receiving this TIC training. A one-way ANOVA indicated significantly higher scores on the ARTIC-35 in schools that had received prior TIC training compared with those that had not. Overall, the results of both studies advance the understanding of TIC in schools.

Studies suggest that among children, adverse childhood experiences increase the risk of developing behavioral challenges in and out of the school environment. Rooted in distributed leadership, trauma‐leadership teams (TLTs) are a novel systems‐based intervention in which a team of educators deepens knowledge and works to implement trauma‐responsive policies and practices within the school community. The current study used a consensual qualitative research design to (a) understand the ways TLTs are created, (b) describe educators' perceived benefits and outcomes of these teams, and (c) describe how TLTs are applied in schools to improve trauma‐informed care practices. Additionally, the study highlights growth areas for TLT implementation. Domains from interviews include (1) Formation of TLTs; (2) Benefits and Outcomes of TLTs; (3) Trauma‐Responsive Competency; and (4) Growth Areas of TLT. Results suggest that TLT members view TLTs positively, offer insight into how TLTs are formed, and see benefits from TLTs within their school communities. Results also suggest areas for growth for TLTs.