Teacher Awareness of Trauma Informed Practice: Raising Awareness In Southeast Georgia

Rahimi, Regina; Liston, Delores D.; Adkins, Amee; Nourzad, Jamie

doi:10.20429/ger.2021.180204

Cited by 8 publications

(1 citation statement)

References 5 publications

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“…During this process, it is important to normalize and expand TIC practices among educators, including teaching staff. A recent study of 500 educators in Georgia revealed that teachers feel unequipped with knowledge and resources to support students despite recognizing the growing concern of trauma them (Rahimi et al, 2021). The American Psychological Association's Task Force on Violence Against Educators and School Personnel conducted a study of nearly 15,000 educators and staff in pre-K through 12th-grade schools.…”

Section: Recommendationsmentioning

confidence: 99%

Meta-analyses of teacher-delivered trauma-based and trauma-informed care interventions.

Cafaro¹,

Molina²,

Patton³

et al. 2023

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Children impacted by adversity and trauma often experience psychological, emotional, behavioral, and academic difficulties. To address these concerns, there is a growing call for trauma-informed school systems to better support students with trauma histories. Teacher involvement in trauma-informed approaches is vital but understudied. Method: We conducted a meta-analytic review of the literature published between 1990 and 2019 to evaluate outcomes for teachers and students involved in teacher-delivered trauma interventions. Inclusion criteria specified peer-reviewed studies, dissertations, and nonacademic reports that used randomized controlled and nonrandomized pre-post intervention designs. Results: We found 20 articles, of which, 12 were pre-post and eight were randomized designs. Seven articles specifically incorporated trauma-informed care (TIC), whereas the other 13 were traditional trauma-based mental health interventions. We conducted meta-analyses to assess student trauma symptom severity and teacher knowledge of trauma-informed practices. Results revealed that after participating in teacher-delivered trauma interventions, students reported significantly reduced trauma symptom severity postintervention and less severity of symptoms than students in the control conditions. There were no differences between trauma-based and TIC intervention student outcomes. Teachers exhibited greater knowledge acquisition after participating in TIC interventions. Conclusion: These findings suggest that trauma interventions, both with and without explicitly referencing TIC principles, are evidence-based in the context of teacher-facilitated school interventions. Additional research is needed to evaluate the organizational benefits of TIC, particularly to determine if the benefits of trauma-informed schools extend beyond students. We conclude with research, policy, and practice recommendations for transformative change to create trauma-informed schools. Clinical Impact StatementPsychological trauma is a significant disrupter of healthy childhood development, and children benefit from trauma-informed school environments. This meta-analytic review of teacher-delivered trauma interventions supports the expansion of training educators in trauma-informed care (TIC) to support students. Teacher knowledge of student trauma and TIC increased after participating in trauma-informed interventions. Teachers are effective implementers of trauma interventions for improving student symptoms of trauma.

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Section: Recommendationsmentioning

confidence: 99%