School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015

Perfect, Michelle M.; Turley, Matt; Carlson, John S.; Yohanna, Justina; Gilles, Marla Pfenninger Saint

doi:10.1007/s12310-016-9175-2

Cited by 258 publications

(171 citation statements)

References 103 publications

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“…Also, as hypothesized, experiencing multiple types of trauma, on average, was significantly (1.34 to 10 times) more toxic to relationships with school personnel and graduation expectations than experiencing a single type of trauma. This evidence supports CTM (Johnson, ) and other scholarship‐proposing, trauma‐based models of adverse outcomes (Perfect et al., ). These findings suggest that schools must prioritize fostering positive relationships and high academic expectations among traumatized children.…”

Section: Discussionsupporting

confidence: 84%

The effects of traumatic experiences on academic relationships and expectations in justice‐involved children

Johnson

2018

Psychology in the Schools

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Positive school experiences are an important predictor of long‐term health and well‐being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more positive path. Unfortunately, children who experience trauma are more prone to academic underachievement and negative school experiences. This link is especially evident and troubling for children—also called justice‐involved children (JIC)—in the juvenile justice system. JIC are exposed to more traumatic experiences and have a higher prevalence of academic failure than other children. Despite evidence showing that (1) trauma is harmful to achievement in the general population, (2) JIC have a higher prevalence of trauma, and (3) JIC have a higher prevalence of academic underachievement and failure, only a few studies have examined traumatic experiences and achievement in JIC. The Childhood Trauma Model (CTM) submits that childhood trauma is central to understanding adolescent outcomes. CTM hypothesizes that (H‐1) JIC who experience trauma will have more academic risk factors than those who do not, and (H‐2) JIC who experience multiple types of trauma will have higher academic risks than those who experience a single type of trauma. The current study tests (1) whether 10 different types of traumatic experiences are individually associated with increased risks for fewer positive adult relationships and lower expectations of graduating from high school among JIC, and (2) whether experiencing multiple types of trauma has a larger impact than experiencing a single type of trauma.

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Section: Discussionsupporting

confidence: 84%

The effects of traumatic experiences on academic relationships and expectations in justice‐involved children

Johnson

2018

Psychology in the Schools

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“…Based on their review of existing prevalence research, Perfect, Turley, Carlson, Yohannan, and Gilles (2016) estimate that approximately two out of every three school-age children are likely to have experienced at least one traumatic event by age 17. Porche, Costello, and Rosen-Reynoso (2016) report prevalence rates close to that estimate based on a sample of nearly 66,000 school-aged youth who participated in the National Child Study of Children's Health.…”

Section: Part 1: Key Assumptions Of Trauma-informed Schools Realizingmentioning

confidence: 99%

“…The systematic review conducted by Perfect et al (2016) is a critical resource for schools to help them realize the educational implications of such exposure and recognize that signs of trauma exposure can be expressed in a number of ways outside of ''typical'' traumatic stress reactions. Perfect et al (2016) distilled findings from 83 empirical studies with school-aged youth to document the widespread impacts of trauma exposure and traumatic stress symptoms on the cognitive, academic, and teacher reported socialemotional-behavioral outcomes of students.…”

Section: Part 1: Key Assumptions Of Trauma-informed Schools Realizingmentioning

confidence: 99%

“…Perfect et al (2016) distilled findings from 83 empirical studies with school-aged youth to document the widespread impacts of trauma exposure and traumatic stress symptoms on the cognitive, academic, and teacher reported socialemotional-behavioral outcomes of students. Porche et al (2016) also focused on the educational implications of exposure to family adversity and found the impact of family adversity on school engagement, grade retention, and placement on an individual education plan (IEP) plan was partially mediated by the number of child mental health diagnoses.…”

Section: Part 1: Key Assumptions Of Trauma-informed Schools Realizingmentioning

confidence: 99%

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Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

160

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This special issue on trauma-informed schools is the first compilation of invited manuscripts on the topic. The forces behind the movement and key assumptions of trauma-informed approaches are reviewed. The first eight manuscripts in Part 1 of the special issue present original empirical research that can be used to support key assumptions of trauma-informed approaches to school service delivery. Part 2 of the special issue opens with a blueprint for the implementation of trauma-informed approaches using a multitiered framework, which is followed by three case studies of the use of multitiered frameworks to implement trauma-informed approaches in schools. The special issue concludes with a commentary on future directions for the trauma-informed school movement.

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“…A consistent finding in the literature is that experiencing stressful life events predicts increased emotional and behavioral problems overtime (e.g., Grant et al, ; Liu, Bolland, Dick, Mustanski, & Kertes, ). Indeed, exposure to traumatic and stressful life events during childhood has been linked to cognitive impairments, poorer academic performance, trauma‐related psychological distress, lower self‐esteem, and increased office disciplinary referrals in schools (for a review, see Perfect, Turley, Carlson, Yohanna, & Saint Gilles, ). As such, developmental researchers have increasingly advocated for the use of a more holistic approach to understanding psychopathology by examining how internalizing and externalizing symptoms co‐occur (Eaton, Rodriguez‐Seijas, Carragher, & Krueger, ; van der Kolk, Roth, Pelcovitz, Sunday, & Spinazzola, ).…”

Section: Introductionmentioning

confidence: 99%

Longitudinal relations between trauma‐related psychological distress and physical aggression among urban early adolescents

Thompson

Farrell

2019

J Clin Psychol

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There is convincing evidence that trauma‐related psychological distress and aggressive behavior are highly related among adolescents. The evidence is less clear regarding the direction of this relation. Objective: The purpose of this study was to examine reciprocal longitudinal relations between trauma‐related distress and physical aggression. Method: A predominantly African American sample of early adolescents (N = 2,271; mean age = 12.9) living in an urban, under‐resourced community participated in this investigation. The current study used autoregressive cross‐lagged models to examine changes across four waves of data within each grade of middle school. Results: Support was found for trauma‐related distress uniquely predicting increased levels of physical aggression. This effect was consistent across gender and within and across middle school grades. Conversely, physical aggression did not predict changes in trauma‐related distress. Conclusions: Violence prevention efforts should routinely screen for trauma‐related distress.

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School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015

Cited by 258 publications

References 103 publications

The effects of traumatic experiences on academic relationships and expectations in justice‐involved children

The effects of traumatic experiences on academic relationships and expectations in justice‐involved children

Trauma-Informed Schools: Introduction to the Special Issue

Longitudinal relations between trauma‐related psychological distress and physical aggression among urban early adolescents

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