Trauma-informed care (TIC) is the practice of consciousness and awareness of trauma that guides educators in developing academic and behavioral support for students with exceptionalities who have experienced trauma. TIC can support students from the lens of Positive Behavioral Intervention Supports (PBIS) and Social Emotional Learning (SEL) within Multi-Tiered Systems of Support (MTSS). The purpose of this article is to explore the integration of TIC practices within classrooms that utilize the MTSS framework and to assist pre-service and in-service teachers with implementing TIC practices within inclusive and restrictive K-12 learning environments.

A retrospective, non-experimental, descriptive study was undertaken to determine the trends in nursing resources in South Africa between 1989 and 1993. Results obtained from data-analysis in 1993 were compared to a similar study done by Professor Kotze in her capacity as president of the South African Council of Nursing in 1989. It is shown that there was a continuous decline in the growth rate of registered nurses over the period from 9,4% in 1989 to 1,88% in 1992, with a slight increase of 3,18% in 1993. In the student category, a negative growth was found during 1990 (-6,05%), 1992 (-1,69%) and an even worse rate of - 25,91% in 1993. The ratio of registered nurses versus the sub-professional group worsened and varied between 0,94% in 1988,1,02 in 1989 an d 0,98 in 1993.

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