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The current review sought to describe the published literature relative to addressing trauma in schools. Through a systematic review of peer-reviewed publications as well as gray literature, we identified a total of 91 publications that were coded for study rigor as well as a number of intervention characteristics. Publications included in the review mentioned a…
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This review sought to examine the effects of trauma‐informed schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning. The rresearchers sought the most rigorous studies (experimental and quasi-experimental designs). No studies met these inclusion criteria.
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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…
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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…
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There is growing awareness in Australia of the need for trauma-informed programs and the role schools can play in addressing trauma. However, Australian best-practice guidelines informing the development and implementation of trauma-informed programs are currently lacking. This systematic review aims to provide an overview of studies depicting and evaluating trauma-informed programs implemented in Australian schools,…
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The current review sought to describe the implementation and evaluation of trauma-focused school practices as represented in the published literature. Through a systematic literature search, we identified 39 articles describing trauma-focused practices implemented in school settings with elementary populations and coded data regarding these interventions’ characteristics as well as their implementation and evaluation procedures. Reviewed…
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Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to…
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Purpose: Canadian new immigrant families (also known as newcomers) encounter challenges navigating systems when trying to access programmes critical for their children’s healthy development. The purpose of this study is to understand how newcomer families find and use early childhood programmes and services from the perspective of families and early childhood educators (ECEs) working within…
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Objective: The Florida Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program aims to minimize the occurrence of adverse maternal and child health outcomes for mothers deemed at-risk during pregnancy or shortly after childbirth. This study sought to understand the needs of and challenges faced by immigrant families in accessing health care through the perspective…
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Introduction: Developmental vulnerabilities in pre-school aged children from culturally and linguistically diverse (CALD) backgrounds with low English proficiency are less likely to be identified through universal developmental surveillance. Barriers include low parental health literacy and low rates of attendance to mainstream child and family health services. Late detection of developmental vulnerabilities can have lifelong impacts…