Trauma-Informed Practices in Schools: A Narrative Literature Review

In Canada, the influx of immigrant and refugee children from war-torn countries and
the current rate of natural disasters highlight that it is time to examine our preparation
within schools to address childhood traumatic events. However, there is a scarcity of
empirical knowledge regarding effective trauma-informed practices (TIPs) with children
in Canadian schools. The purpose of this narrative literature review is to examine the
existing Canadian and international research regarding TIPs in schools. Themes noted in
the literature are discussed, including research trends, strengths and gaps, and implications
for future research regarding TIPs.