Screening for Trauma in Early Adolescence: Findings from a Diverse School District

Woodbridge, Michelle W.; Sumi, W. Carl; Thornton, S. Patrick; Fabrikant, Nicole; Rouspil, Kristen M.; Langley, Audra K.; Kataoka, Sheryl H.

doi:10.1007/s12310-015-9169-5

Cited by 32 publications

(27 citation statements)

References 78 publications

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“…This shift in perspective may be particularly important for reducing racial disparities in academic outcomes and suspensions. Consistent with previous research, Woodbridge et al (2015) found that African American middle school students were more likely than Caucasian students to report exposure to trauma. When these negative personal experiences are compounded by experiences in unresponsive educational environments, African American students are disproportionately at risk for poor outcomes (Busby, Lambert, & Ialongo, 2013).…”

Section: Responding To Trauma and Resisting Retraumatizationsupporting

confidence: 89%

“…Two articles in the special issue (Gonzalez et al, 2015;Woodbridge et al, 2015) provide valuable information related to issues associated with appropriate measures and procedures, which provide corresponding links to datadriven supports. First, both studies used student report of experiences to minimize the burden on teachers to complete screening measures for each of their students.…”

Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

“…Third, both studies provide data on the percentage of students identified as potentially needing services to address needs related to trauma exposure. Among their middle school sample, Woodbridge et al (2015) found that 13.5 % of students reported traumatic stress symptoms at the clinical or subclinical levels. Gonzalez et al (2015) found that 9.5 % of screened elementary school students reported clinically significant levels of traumatic stress symptoms; however, 26 % of students reported moderately elevated symptoms.…”

Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

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Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

158

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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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Section: Responding To Trauma and Resisting Retraumatizationsupporting

confidence: 89%

Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

Section: Responding To Trauma and Resisting Retraumatizationmentioning

confidence: 99%

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Trauma-Informed Schools: Introduction to the Special Issue

Overstreet

Chafouleas

2016

School Mental Health

158

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“…This resulted in reduced motivation to stay at high school. Findings from cross sectional and qualitative studies from the United States, Sweden, Netherlands and Australia with high school teachers indicate that they observe higher levels of depression, anxiety and social exclusion among students who have experienced childhood trauma compared to those who had not (Daignault & Hebert, 2009;Lamers-Winkelman, Willemen, & Visser, 2012;Shonk & Cicchetti, 2001;Woodbridge et al, 2016). • There is a high prevalence of childhood trauma in individuals experiencing mood and anxiety disorders, substance use disorders, personality disorders and psychosis (Fernando et al, 2014;Khan et al, 2015;Muenzenmaier et al, 2015;Spinhoven et al, 2010;Widom et al, 2007) • There are high rates of childhood trauma in ARMS populations compared to the general population (Addington et al, 2013;Bechdolf et al, 2010;Kline et al, 2018;Kraan et al, 2015;Magaud et al, 2013) Family history of mental illness…”

Section: Data Extraction and Search Strategymentioning

confidence: 99%

“…• The neurobiological, cognitive, social and emotional impact of childhood trauma impacts school performance (Perfect et al, 2016;Woodbridge et al, 2016) • Students who have experienced childhood trauma can exhibit difficulties with attention, language memory, processing speed, perceptual reasoning and verbal comprehension resulting in learning problems, low grades and low attendance (De Bellis & Zisk, 2014;Husain et al, 2016;Kira et al, 2014;Trickett et al, 2011;Viezel et al, 2015) • Students who have experienced childhood trauma can feel socially excluded and not safe in student teacher relationships resulting in a reduced motivation to stay in school (Daignault & Hebert, 2009;Lamers-Winkelman et al, 2012;Perzow et al, 2013;Woodbridge et al, 2016) Family history of mental illness…”

Section: Family History Of Mental Illness and Armsmentioning

confidence: 99%

Expanding the search for emerging mental ill health to safeguard student potential and vocational success in high school: A narrative review

Bowman

McKinstry

Howie

et al. 2020

Early Intervention Psych

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Aim: Young people experiencing mental ill health are more likely than their healthy aged peers to drop out of high school. This can result in social exclusion and vocational derailment. Identifying young people at risk and taking action before an illness is established or school dropout occurs is an important goal. This study aimed to examine evidence for the risk markers and at risk mental states of the clinical staging model (stage 0-1b) and whether these risk states and early symptoms impact school participation and academic attainment. Method: This narrative review assembles research from both the psychiatry and education literature. It examines stage 0 to stage 1b of the clinical staging model and links the risk states and early symptoms to evidence about the academic success of young people in high school. Results: In accordance with the clinical staging model and evidence from education literature, childhood trauma and parental mental illness can impact school engagement and academic progress. Sleep disturbance can result in academic failure. Undifferentiated depression and anxiety can increase the risk for school dropout. Subthreshold psychosis and hypomanic states are associated with functional impairment and high rates of Not in Employment, Education, or Training (NEET) but are not recognized in the education literature. Conclusion: Risk markers for emerging mental ill health can be identified in education research and demonstrate an impact on a student's success in high school. Clear referral protocols need to be embedded into school life to reduce risk of progression to later stages of illness and support school participation and success.

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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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Screening for Trauma in Early Adolescence: Findings from a Diverse School District

Cited by 32 publications

References 78 publications

Trauma-Informed Schools: Introduction to the Special Issue

Trauma-Informed Schools: Introduction to the Special Issue

Expanding the search for emerging mental ill health to safeguard student potential and vocational success in high school: A narrative review

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

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