Knowledge, Attitudes, and Practices among Teachers toward Trauma Sensitivity: A Narrative Review
Ritu Girish, Rithvik S. Kashyap, Sudeep Pradeep KumarAbstract
Background:
Schools are increasingly recognizing the need for trauma-sensitive environments, as research reveals the long-term adverse impact that childhood adversity and exposure to trauma have on ones’ psychological, emotional, and behavioral functioning. Trauma-sensitive frameworks predominantly rely on teachers for effective implementation. Their conceptual, emotional, and behavioral outlook play an important role in how effectively and consistently they can create trauma-sensitive environments, which can be captured using the knowledge, attitudes, and practices (KAP) model.
Aim:
This study systematically reviews and analyses teachers’ KAP regarding trauma sensitivity in schools.
Methodology:
Studies indexed in four databases, published between 2015 and 2025, have been reviewed using predefined inclusion and exclusion criteria. PRISMA framework has been used to ensure transparency.
Results:
Teachers’ knowledge regarding trauma-sensitivity is theoretical and fragmented. Most teachers recognized the importance of trauma sensitivity in schools; however, some remained sceptical about implementing such frameworks. Classroom practices showed promise; however, it stemmed from teachers’ personal initiatives and remained largely inconsistent. Methodological gaps have been discussed.
Conclusion:
Findings highlight the need for systematic implementation of trauma-sensitive training. This review offers direction for researchers, policymakers, and teachers seeking to move toward sustainable trauma-sensitive school environments.