Childhood trauma can adversely impact academic performance, classroom behaviour, and student relationships. Research has gradually explored integrated approaches to care for traumatised students in schools. Increasingly, research has pointed to implementation of multi-tiered programs to trauma-informed care for traumatised students in schools. However, evaluations of these programs are limited and no systematic review of the existing evidence has been conducted. The aim of this research was to be the first systematic review to explore evidence on multi-tiered, trauma-informed approaches to address trauma in schools. Results of this systematic review yielded 13 published and unpublished studies. Findings indicated that
further research, guided by empirical evidence of the effectiveness of multi-tiered and trauma-sensitive approaches in schools, is required. Recommendations for research in the area of trauma-sensitive, multi-tiered care in schools are provided.
A Systematic Review on the Impact of Trauma-Informed Education Programs on Academic and Academic-Related Functioning for Students Who Have Experienced Childhood Adversity
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…