| PLAIN LANGUAGE SUMMARY | The review in briefDespite growing support and increased rate of which traumainformed approaches are being promoted and implemented in schools, evidence to support this approach is lacking. | What is this review about?Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school-related behaviors. Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems "trauma-informed" (Lang, Campbell, & Vanerploeg, 2015). While the intent of creating trauma-informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma-informed approaches are being defined and evaluated (Berliner & Kolko, 2016).Adopting a trauma-informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice.This aim of this review was to assess trauma-informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning.Trauma-informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. At least two of the three key elements of a trauma-informed approach must have been present: Workforce development, trauma-focused services, and organizational environment and practices, which differ from trauma-specific interventions designed to treat or otherwise address the impact/symptoms of trauma and facilitate healing. What is the aim of this review?This Campbell systematic review sought to examine the effects trauma-informed schools on trauma symptoms/ mental health, academic performance, behavior, and socioemotional functioning. Although we conducted a comprehensive search to find studies testing traumainformed approaches in schools, no studies met the inclusion criteria.

Evidence of effects of exit and postexit interventions is sparse, and much of the research is poorly designed and executed; however, the needs of trafficking survivors are complex and effective interventions are desperately needed. Implications for practice and research are discussed.

Overviews, or syntheses of research syntheses, have become a popular approach to synthesizing the rapidly expanding body of research and systematic reviews. Despite their popularity, few guidelines exist and the state of the field in education is unclear. The purpose of this study is to describe the prevalence and current state of overviews of education research and to provide further guidance for conducting overviews and advance the evolution of overview methods. A comprehensive search across multiple online databases and gray literature repositories yielded 25 total education-related overviews. Our analysis revealed that many commonly reported aspects of systematic reviews, such as the search, screen, and coding procedures, were regularly unreported. Only a handful of overview authors discussed the synthesis technique and few authors acknowledged the overlap of included systematic reviews. Suggestions and preliminary guidelines for improving the rigor and utility of overviews are provided.

Objective: This study systematically reviews the systematic review (SR) evidence on mental health recovery from the perspective of adults with mental illness. Methods: Web of Science, ProQuest Dissertations & Theses, CINAHL, PubMed, PsycINFO, Scopus, and the libraries of the Cochrane Collaboration, Campbell Collaboration, and Joanna Briggs Institute were searched to identify eligible SRs including qualitative primary research. Two reviewers independently conducted data extraction and quality assessment. Overlap of primary studies was calculated. A framework for recovery was generated using reflexive thematic analysis. Results: An ecological model of recovery that included elements of psychological well-being was generated from 25 studies bridging personal/clinical, individual/social, and process/outcome conceptualizations of recovery. The first theme was a definition of recovery as a transformation from a negative identity state marked by despair, brokenness, and helplessness to a positive state of psychological wellbeing. This transformation was contingent upon four additional themes that included: (a) social and environmental conditions supporting access to basic resources and safety; (b) development of a sense of autonomy and personal responsibility; (c) roles and relationships that facilitated the personal experience of belonging and meaning; and (d) enlightenment defined as acceptance of the illness as a part of oneself and insight into how to promote well-being. Conclusions and Implications for Practice: Professionals working in recovery-oriented systems must consider how the subjective self-representations of persons with mental illness and objective social relationships interact to impact recovery. We close by discussing interventions that may promote the personal and social conditions of recovery. Impact and ImplicationsEvidence from systematic reviews of persons with mental illness supports an ecological model of mental health recovery. Clinicians and peers serving persons with mental illness must assess how structural, interpersonal, and intrapersonal factors inhibit or amplify the subjective experience of recovery. Wellness and recovery-oriented services play an important role in supporting positive psychological growth.

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