Exploring the need for trauma-informed trainings within the school setting to support refugees and immigrants of Mexico

Year Published:

Abstract

This study examined teachers’ current knowledge on trauma and trauma-informed practices. More specifically, the purpose of this study was to identify whether teachers and staff within the school setting feel confident in being able to work with immigrant and refugee children and whether teachers would benefit from having training on trauma and traumainformed practices. In this study, a needs assessment and pre-training survey was administered to teachers. The following research questions were addressed: (a) Do teachers have the knowledge, experience, and resources to support students with trauma? (b) Are educators aware of the impact trauma can have on a child’s development? (c) Can teachers and staff recognize the symptoms and classroom behaviors of students with trauma? (d) Would a training on trauma and trauma-informed practices increase teacher’s knowledge and confidence in working with refugee and immigrant students with trauma?

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What is the evidence for strengths-based and trauma-informed approaches?

Two impact and three suggestive studies indicate positive outcomes from strengths-based approaches. Five studies were identified that have examined the outcomes of strengths-based approaches with refugee clients. These studies have addressed diverse outcomes including health, mental health, social support, English proficiency, and cultural and community connections. Strengths-based approaches can take many forms and have shown…

About this study

AGE: Children

DIRECTION OF EVIDENCE: No evidence about impact

FULL TEXT AVAILABILITY: Free

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

REGION OF ORIGIN OF PARTICIPANT(S): North America

STRENGTH OF EVIDENCE: No evidence about impact

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2022

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