A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

Roseby, Sally; Gascoigne, Michael

doi:10.1037/trm0000276

Cited by 23 publications

(9 citation statements)

References 44 publications

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“…Considering the effects of negative reactions to trauma disclosure, many participants suggested that it would be important to educate both children and parents about mental health difficulties and trauma in childhood. Trauma-focused education programs in schools have achieved promising results in terms of academic-related outcomes (e.g., attendance and academic achievement) (Roseby & Gascoigne, 2021). Future interventions could consider the idea of training teachers in recognising traumatic symptoms in children, and schools could be used as locations to facilitate informative meetings to share information with parents about trauma and coping strategies.…”

Section: Discussionmentioning

confidence: 99%

Coping and Growth in Psychosis: Positive Pathways Following Trauma

Campodonico,

Varese,

Berry

2024

Preprint

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Objective(s): There are high rates of trauma in people who experience psychosis and a focus on the negative impact. The current study explores people’s perceptions of factors that facilitate positive adjustment and Post Traumatic Growth (PTG) following trauma, which is important for developing interventions to support resilience and well-being. Methods: Semi-structured interviews were completed by eleven people with experiences of both trauma and psychosis. Transcripts were subject to thematic analysis. Results: Participants welcomed the idea of growth and stressed the importance of hearing growth stories from other people with similar experiences and practitioners. However, growth was considered a sensitive topic that clinicians should introduce tentatively to not undermine the potential suffering caused by trauma. Participants effectively used various strategies to deal with their traumas, including some typically considered maladaptive by clinicians (e.g., avoidance and self-harm). Conclusion: When working with trauma in the context of psychosis, mental health professionals should formulate behaviours in terms of whether or not they are functional to a specific moment and environment, rather than routinely consider methods of coping as adaptive or maladaptive. Our findings also highlight the importance of assessing and supporting recovery from trauma rather than just from psychotic symptoms and suggest that clinicians should offer interventions for fostering PTG in psychosis, such as supporting access to a diverse range of narratives about adapting to life beyond trauma.

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Section: Discussionmentioning

confidence: 99%

Coping and Growth in Psychosis: Positive Pathways Following Trauma

Campodonico,

Varese,

Berry

2024

Preprint

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“…In contrast to common premises underlying the zero tolerance and school safety discourse, the interviews clearly demonstrate that an explanation that focuses only on the pathology of the child is unsatisfactory and that a young persons’ problematic behaviour, eventually leading to their suspension does not occur in a vacuum (Caslin, 2021). To better understand young persons’ behaviour and to deal with it effectively, the circumstances that led to its development and the context in which it occurs must be considered (Roseby & Gascoigne, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Of particular relevance to the current investigation is the strong emphasis on shifting educators' perspectives from viewing students' undesirable behaviour as inherently bad or oppositional toward viewing each student as having been affected in some way by their experiences (Woodbridge et al, 2016). A growing body of evidence points to the positive effects of trauma-informed programs on children exposed to early adversity (Roseby & Gascoigne, 2021), including reductions in suspension rates (Millenky et al, 2019).…”

Section: Conclusion and Pr Actical Implicationsmentioning

confidence: 99%

Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

Melkman

2023

British Educational Res J

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Children in care from backgrounds of maltreatment often struggle to perform to their full potential in school. Although the English government has put education at the top of its agenda for children in care, there remains a high risk of children in care being excluded from school, undermining their chances of closing the attainment gap. This study examined how young persons in care and their foster carers perceive and experience out‐of‐school suspension and the factors surrounding it. While analysing interviewees’ accounts attachment theory emerged as a useful analytic lens through which to explore the school experiences of young persons. The study draws on 18 interviews with young persons in care aged 14–18 (nine interviews) who had been suspended from secondary school in the previous 2 years and their foster carers (nine interviews). Findings showed that despite the great importance of school for these young persons, it was generally experienced as a hostile environment where they felt they were not listened to, cared for or respected. These feelings marked a breakdown of communication between children and school and were a central factor in the process that led to their exclusion. Drawing on attachment theory, these dynamics are discussed as reflecting the failure of educational staff to respond to young persons’ attachment needs and provide them with a secure base. Specifically, the Secure Base model for foster carers’ caregivingis offered as a useful perspective to frame teachers’ relationships with young persons in care.

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“…In these recent reviews, only a small number 10.3389/feduc.2022.1005887 of studies on trauma-informed schools PD were identified. Roseby and Gascoigne (2021) identified the most studies, but these spanned preschool, elementary, and high school settings. It is likely that unique considerations at each level (e.g., high school teachers having a larger number of students who rotate classes) affect how trauma-informed PD is put into practice, necessitating an accumulation of evidence at each level.…”

Section: Existing Research On Trauma-informed Professional Developmen...mentioning

confidence: 99%

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Koslouski

2022

Front. Educ.

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This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview (n = 16) and survey (n = 22) data were collected. Quantitative results indicated that educators reported substantial shifts in their thinking and teaching practices. Almost half reported that their thinking shifted a lot and 55% reported that their practices shifted somewhat. Qualitative themes demonstrated increased understandings of trauma and secondary traumatic stress; increased empathy for students, families, colleagues, and compassion for self; enacting proactive strategies; reappraising interactions with students; increased collaboration with colleagues; and enacting self-care strategies as a result of participating in the professional development intervention. Results have implications for policy and practice, particularly the need for implementation and evaluation of trauma-informed approaches during and after the COVID-19 pandemic.

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A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

Cited by 23 publications

References 44 publications

Coping and Growth in Psychosis: Positive Pathways Following Trauma

Coping and Growth in Psychosis: Positive Pathways Following Trauma

Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

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