Abstract

Traumatic events during childhood have been termed adverse childhood experiences (ACEs). Experiencing traumatic events or ACEs is common for school-aged children. Research reports indicate that as many as two out of three children will experience at least one traumatic event by the time they are eighteen. The negative effects of experiencing trauma are well documented. Trauma can lead to long-term outcomes in adults such as chronic health problems, mental health problems, substance misuse, and even early death. During childhood, it can lead to internalizing and externalizing problems, as well as difficulties in school. Trauma-Informed Care (TIC) is an approach to addressing trauma with sensitivity and trauma-informed practices that began in the healthcare field. TIC has received more attention in recent years and has been implemented successfully in school settings as well. The current study seeks to identify school administrators' knowledge and perceptions of TIC practices as a first step toward understanding their implementation in schools. Using the Trauma-Sensitive Schools Checklist and qualitative questions distributed to Administrators of schools, data were analyzed using thematic analysis, descriptive statistics, and ANOVA. Five qualitative themes were identified: (a) Awareness as the Cornerstone of TIC, (b) Fragmented Implementation, (c) Barriers to Implementation, (d) Environmental Structures that Promote Emotional and Physical Safety, and (e) Collaboration as a Mechanism for Trauma-Informed Support. Quantitative results showed perceptions of moderate levels of TIC implementation in schools. Findings highlight the early implementation trends of TIC in schools. Implications for future practice and implementation of TIC are discussed.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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