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Sun Y, Skouteris H, Tamblyn A, Berger E, Blewitt C. Cross-Disciplinary Collaboration to Promote Trauma-Informed Practices in Early Childhood and Primary Education. TRAUMA, VIOLENCE & ABUSE 2025:15248380251325217. [PMID: 40145648 DOI: 10.1177/15248380251325217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/28/2025]
Abstract
Educational contexts play a critical role in identifying and responding to children impacted by trauma. However, with the multifaceted challenges experienced by teachers, this responsibility should not reside solely with them. This systematic scoping review examines the integration of cross-disciplinary collaboration in existing trauma-informed initiatives in early childhood and primary school settings. A systematic search of five online databases (ERIC, PsycINFO, Medline, CINAHL, and A+ Education) resulted in 28 articles that met the inclusion criteria. Characteristics, components, reported enablers and barriers, and outcomes evaluated of cross-disciplinary collaboration in the context of trauma-informed practice were explored. Findings suggest a limited understanding of cross-disciplinary collaboration as a specific approach to support trauma-impacted children in educational settings. Nevertheless, there is emerging evidence of its presence in trauma-informed initiatives, through forms including coaching, consultation, co-delivery of manualized curricula/interventions, and co-screening of students' trauma backgrounds. Notably, co-screening of student trauma is observed only in primary schools, highlighting a gap to explore in early childhood education. Meanwhile, our knowledge of the effectiveness of this approach is limited, suggesting a need for further exploration using rigorous methodologies to build a robust evidence base. This will inform the development of more comprehensive and sustainable trauma-informed practices that effectively support trauma-impacted children in educational settings. Further, understanding of the enablers and barriers to cross-disciplinary collaboration at both professional and agency levels remains insufficient. This review underscores the nascent yet promising role of cross-disciplinary collaboration to support trauma-impacted children in Early Childhood Education and Care and primary school settings and suggests key areas for future exploration.
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Affiliation(s)
- Yihan Sun
- Monash University, Melbourne, VIC, Australia
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Calvert HG, Fleming CM, Lowe M, Lewis T, Siebert CF, Havlicak A, Anderson N, Castleton T, Turner L. Training and Technical Assistance Increase the Fidelity of Implementation of a Universal Prevention Initiative in Rural Schools: Results from a 3-Year Cluster-Randomized Trial. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2025; 26:56-68. [PMID: 39899222 PMCID: PMC11811254 DOI: 10.1007/s11121-025-01776-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2025] [Indexed: 02/04/2025]
Abstract
The need for well-implemented evidence-based interventions (EBIs) for the prevention of behavioral issues among children and adolescents is substantial. In rural areas, the need often matches or surpasses that of urban areas. Schools have a wide reach for prevention-focused EBIs. However, implementation in rural schools is often hindered by limited resources and capacity. Rural School Support Strategies (RS3) are a bundle of implementation supports that address implementation challenges in rural settings. They include providing additional leadership and coaching training, individualized technical assistance (mostly virtual), and monthly meetings of a virtual learning collaborative. A cluster-randomized Hybrid Type 3 implementation-effectiveness trial tested RS3 for implementing school-wide positive behavioral interventions and supports (PBIS), a universal prevention approach to improving student behavior, academic outcomes, and school climate. Forty rural schools received a multi-day training on PBIS each summer for 3 years. Half were randomized to also receive RS3 support. Linear and logistic regression models examined the effect of treatment condition and dosage of support on implementation fidelity for Tier 1 (universal) PBIS. Condition and dosage (number of hours) of support increased the odds of schools achieving the 70% threshold for adequate implementation fidelity. In the first year, the higher dosage of technical assistance events increased the likelihood of schools reaching fidelity, whereas later in the trial, the higher dosage of attendance at the virtual learning collaborative sessions yielded significant improvements in fidelity. Implications for accelerating the implementation of universal prevention initiatives in schools-particularly in rural settings-are discussed. This study was prospectively registered on ClinicalTrials.gov (NCT03736395), on November 9, 2018.
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Affiliation(s)
- Hannah G Calvert
- Institute for Mixed Methods Research, 2110 Artesia Blvd, #191, Redondo Beach, CA, 90278, USA.
| | | | - Michaela Lowe
- College of Education, Boise State University, Boise, USA
| | - Teri Lewis
- College of Education, Boise State University, Boise, USA
| | - Carl F Siebert
- College of Education, Boise State University, Boise, USA
| | - Ashley Havlicak
- School of Public and Population Health, Boise State University, Boise, USA
| | - Nate Anderson
- College of Education, Boise State University, Boise, USA
| | - Tate Castleton
- College of Education, Boise State University, Boise, USA
| | - Lindsey Turner
- College of Education, Boise State University, Boise, USA
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Baffsky R, Ivers R, Cullen P, Wang J, McGillivray L, Torok M. Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:337-352. [PMID: 36098892 PMCID: PMC9938015 DOI: 10.1007/s11121-022-01434-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/01/2022] [Indexed: 11/27/2022]
Abstract
A number of school-based mental health prevention programs have been found to be effective in research trials, but little is known about how to support implementation in real-life settings. To address this translational problem, this systematic review aims to identify effective strategies for enhancing the implementation of mental health prevention programs for children in schools. Four electronic databases were searched for empirical, peer-reviewed articles in English from January 2000 to October 2021 reporting the effects of implementation strategies for school-based universal mental health programs. Twenty-one articles were included in the narrative synthesis and assessed for quality using the Mixed Methods Appraisal Tool. Twenty-two strategies were found to be effective at improving program fidelity or adoption. The strategies with the strongest positive evidence base were those that involved monitoring and provision of feedback, engaging principals as program leaders, improving teachers' buy-in and organising school personnel implementation meetings. We recommend school-based practitioners trial strategies with positive findings from this review as part of their continuous quality improvement. This review highlights the pressing need for large-scale, randomised controlled trials to develop and trial more robust strategies to enhance adoption, as the five implementation studies found to measure adoption used qualitative methods limited by small samples sizes and case study designs.
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Affiliation(s)
- Rachel Baffsky
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia.
| | - Rebecca Ivers
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia
| | - Patricia Cullen
- School of Population Health, UNSW Sydney, Samuels Building F25 Samuel Terry Ave, Kensington, NSW, Australia
| | - Jessica Wang
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
| | - Lauren McGillivray
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
| | - Michelle Torok
- Black Dog Institute, University of New South Wales, Hospital Road, Randwick, NSW, Australia
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Fleckman JM, Petrovic L, Simon K, Peele H, Baker CN, Overstreet S. Compassion Satisfaction, Secondary Traumatic Stress, and Burnout: A Mixed Methods Analysis in a Sample of Public-School Educators Working in Marginalized Communities. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09515-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Simon K, Petrovic L, Baker C, Overstreet S. An Examination of the Associations Among Teacher Secondary Traumatic Stress, Teacher–Student Relationship Quality, and Student Socio-Emotional Functioning. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-022-09507-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09496-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Herschell AD, Schake PL, Hutchison SL, Karpov IO, Gavin JG, Crisan TB, Wasilchak DS. Evaluating the Effectiveness of a Statewide School-Based Behavioral Health Program for Rural and Urban Elementary-Aged Students. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09441-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Evaluating the Cost of Prevention Programming and Universal Screening with Discrete Event Simulation. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2021; 48:962-973. [PMID: 33521874 DOI: 10.1007/s10488-021-01108-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/10/2021] [Indexed: 10/22/2022]
Abstract
Discrete Event Simulation (DES) is a novel system modeling technique that allows for the evaluation of the potential costs and personnel needed for mental health services in school. A case study is presented to illustrate how DES could be used by a school's decision makers to help plan for implementation of an integrated mental health service model. Discrete Event Simulation was used to model the personnel, time, and costs of an integrated mental health service model within a school setting. In addition, costs are calculated and then compared to a business as usual model. Data from the present investigation indicate substantial cost savings of implementing a prevention oriented mental health intervention model within a school setting. In a school of 1000 students, the prevention model could result in an annual cost savings of approximately $30,000 as well as a 50% reduction in disciplinary referrals and 22% reduction in suspensions. Results from the present investigation indicate substantial savings in financial resources and overall numbers of disciplinary infractions when implementing a prevention model. The DES allows for customization of personnel and time to modify the model and resulting output to local conditions. These data may allow school administrators to modify resources to meet student needs. In addition, cost data can help address some of the common implementation barriers associated with adoption of universal screening and preventative mental health services.
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Temkin D, Harper K, Stratford B, Sacks V, Rodriguez Y, Bartlett JD. Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma. THE JOURNAL OF SCHOOL HEALTH 2020; 90:940-947. [PMID: 33184886 PMCID: PMC7702060 DOI: 10.1111/josh.12957] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 08/20/2020] [Indexed: 05/20/2023]
Abstract
BACKGROUND As attention to the potential negative outcomes of childhood trauma has grown, so have calls for schools to take an active role in supporting students experiencing trauma. These calls extend beyond efforts initiated by individual schools to include those mandated by state law, which largely focus on teacher training and on screening for adversity. METHODS This article explores the evidence base and limitations for current approaches in state law and explores how policies to address other student health, safety, and wellness issues can help either ameliorate or exacerbate students' experiences with trauma. RESULTS Few trainings for nonclinical staff have rigorous evidence of effectiveness, and based on evidence of teacher trainings on other topics, cannot work in environments that do not actively reinforce and encourage the application of that knowledge. Trainings also largely do not acknowledge the structures and systems, including systemic racism within schools, that may contribute to disparate rates of adversity for black and American Indian and Alaskan Native children. Screening carries several risks, including confounding adversity with experiencing trauma, missing broader contextual adversity, and potentially retraumatizing children. CONCLUSIONS State policymakers need to take a more holistic approach in creating policies to support students experiencing trauma.
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Affiliation(s)
- Deborah Temkin
- Child Trends, 7315 Wisconsin Avenue, Ste 1200WBethesdaMD20814
| | - Kristen Harper
- Child Trends, 7315 Wisconsin Avenue, Ste 1200WBethesdaMD20814
| | | | - Vanessa Sacks
- Child Trends, 7315 Wisconsin Avenue, Ste 1200WBethesdaMD20814
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Ormiston HE, Nygaard MA, Heck OC. The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2020. [DOI: 10.1080/15377903.2020.1848955] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Heather E. Ormiston
- Department of Counseling and Educational Psychology, Indiana University Bloomington, Bloomington, Indiana, USA
| | - Malena A. Nygaard
- Department of Counseling and Educational Psychology, Indiana University Bloomington, Bloomington, Indiana, USA
| | - Olivia C. Heck
- Department of Counseling and Educational Psychology, Indiana University Bloomington, Bloomington, Indiana, USA
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A Scoping Review of School-Based Efforts to Support Students Who Have Experienced Trauma. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09368-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
AbstractThe 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 variety of intervention components, most notably an emphasis on counseling services, skill development, psychoeducation related to trauma, and parent engagement. We identified a relative lack of empirical evaluation of whole-school approaches and interventions intended to be delivered by non-clinical staff. We also found that less rigorous publications were more likely to highlight the needs of particularly vulnerable groups of youth and to emphasize cultural competence and community engagement in efforts to address trauma in schools. We call for more rigorous evaluation of practices and policies that take a whole-school approach and can be implemented by non-clinical staff. In particular, we highlight the need to evaluate professional development strategies that can help school staff acquire knowledge and skills that can translate into improved outcomes for students—especially students from historically marginalized groups. We also emphasize the importance of ensuring that high-quality research be made accessible to policymakers and school staff to ensure that clear, evidence-based guidance is available to avoid programs, practices, and policies that may inadvertently traumatize students or exacerbate symptoms among students who have already experienced trauma.
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von der Embse NP, Kilgus SP, Eklund K, Ake E, Levi-Neilsen S. Training Teachers to Facilitate Early Identification of Mental and Behavioral Health Risks. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0094.v47-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Herrenkohl TI, Hong S, Verbrugge B. Trauma-Informed Programs Based in Schools: Linking Concepts to Practices and Assessing the Evidence. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2019; 64:373-388. [PMID: 31355976 DOI: 10.1002/ajcp.12362] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
When children experience stress and adversity in their homes and communities, schools become a critically important setting in which to intervene and foster their resilience. Changing practices within schools so that vulnerable and traumatized children are better understood and more compassionately served is a goal shared by many school professionals, yet schools remain poorly equipped to address the needs of these children. Any number of school-based programs have the potential to benefit children with an elevated risk for academic difficulties and mental health disorders, although questions remain as to which programs are most promising, effective, and sustainable. Questions also remain about which programs best serve diverse populations and which have potential to reach the largest number of children, including those who do not outwardly manifest behaviors consistent with an underlying disorder but nonetheless require support. In this review, we take stock of existing programs used in schools to address the social, emotional, and academic needs of children with trauma histories. We summarize components of a various trauma-focused programs, categorized as: (a) individual and group-based approaches, (b) classroom-based approaches, and (c) school-wide approaches. For each category, we review and comment on the state and quality of research findings and provide illustrative examples from the literature to show how programs address trauma in the school context. Findings of the review suggest that empirical evidence currently favors individual and group-based approaches, although classroom-based and school-wide programs may be better positioned for integration, access to services, and sustainability. Implications and recommendations center on future research, practice, and policy.
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Affiliation(s)
| | - Sunghyun Hong
- School of Social Work, University of Michigan, Ann Arbor, MI, USA
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Doll B. Addressing Student Internalizing Behavior Through Multi-tiered System of Support. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09315-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Addressing the Internalizing Behavior of Students in Schools: Applications of the MTSS Model. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-018-09307-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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