Toward a Trauma‐Informed Comprehensive School Physical Activity Program: Specifying Feasible Practices Across the School Day

Abstract

BackgroundMany students would benefit from trauma‐informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma‐informed practices across school‐based PA opportunities. The purpose of this study was to generate a feasible framework for trauma‐informed school‐based PA.MethodsFramework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma‐informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices.ResultsThirty‐three practices met pre‐determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues.Implications for School Health Policy, Practice, and EquityIncorporating trauma‐informed practices into existing frameworks and approaches to school‐based PA may promote uptake of practices that help meet the social and emotional needs of trauma‐exposed youth.ConclusionsThe present output provides a foundation for generating tools and supports for incorporating trauma‐informed practices into school‐based PA promotion efforts.