A critical review of empirical support for trauma‐informed approaches in schools and a call for conceptual, empirical and practice integration

Abstract

Interest in trauma‐informed approaches in schools is high throughout the US, UK, Australia, Canada and other countries, but the empirical evidence on whole‐school responses to trauma is limited. This conceptual and theoretical review explores relevant literature; outlines existing conceptual models for trauma‐informed organisations, including schools; reviews current evidence for individual components of conceptual models relevant to schools; and considers implications for future research, practice and policy. Four common components were identified in the literature: (a) understanding trauma and making a universal commitment to address it; (b) emphasising physical, emotional and psychological safety for all school members; (c) taking a strengths‐based, whole‐person approach toward staff, students and families; and (d) creating and sustaining trusting, collaborative and empowering relationships among all school constituents. Most of these components have been studied as part of other literature and are not specific to trauma‐informed schools. Practitioners would benefit from shifting to an organisational model for trauma rather than the historical emphasis on interpersonal approaches, toward ensuring that all staff members are trauma‐aware and ‐responsive, and emphasising the creation of healthy, healing schools for all communities.