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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

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Abstract

The purpose of this study was to conduct a systematic review of the existing literature regarding
trauma-informed education programs and their impact on academic and academic-related outcomes. The articles included for review (n=15) contained data on trauma-informed education programs implemented in preschool, primary/elementary, and high school settings. Academic and academic-related outcomes reported included attendance, disciplinary referrals, suspension, and academic achievement, as well as student resilience, school attachment, and emotional presentation. Findings from this systematic review highlight that trauma-informed education programs can improve students’ academic and academic-related outcomes; however, results were not consistent across the studies. Moving forward, recommendations include the need for additional trauma-informed school-based research to be conducted and dissemination of this research to ensure school systems are upskilled and responding appropriately to their traumatized students.

Citation

  • Roseby, S., & Gascoigne, M. (2021). A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity. Traumatology, 27(2), 149.
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Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

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About this study

AGE: Multiple Age Groups

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: United States

INTERVENTION DURATION: 9 weeks to 5 years

POPULATION: Other

STRENGTH OF EVIDENCE: Positive impact

TYPE OF STUDY: Systematic review

YEAR PUBLISHED: 2021

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