Creating a Trauma-Sensitive School Climate: implementing trauma-informed practice in education through staff training and organisational focus.

More than two thirds of children experience one or more so called adverse childhood experiences before turning eighteen (Bethell, Davis, Gombojav, Stumbo & Powers, 2017). Most teachers are insufficiently aware of the negative impact of traumatic events on students’ behaviour, wellbeing and academic achievement. Consequently, teachers do not sufficiently address the specific educational and supportive needs of students who have developed educational and/or behavioural problems as a consequence of traumatic events. The implementation of trauma-informed practices in schools is essential to compensate for the possible adverse effects of traumatic events.
The effects of programmes developed to improve trauma-informed practices in schools have not been studied extensively.

The present project aims to implement and investigate the effectiveness of the Trauma-Sensitive Schools’ programme (Coppens, Schneijderberg, & Van Kregten, 2016), which professionalizes teachers and helps to create trauma-sensitive climates in schools by implementing trauma-informed practices. The programme helps teachers to understand students’ behaviour and performances, and teaches them how to apply specific knowledge about brain development and developmental trauma.
It is hypothesized that the implementation of trauma-informed practices in schools will help teachers to better understand, recognize and respond to students’ trauma-based behaviour. In turn, this will help remediate the negative impact of trauma on students’ functioning.
Primary outcomes regarding the effectiveness of the Trauma-Sensitive Schools’ programme relate to improved teacher’s self-efficacy, teacher-student alliance and class climate. Secondary outcomes are reduction of students’ trauma symptoms and behavioural problems and improved self-regulation and resilience.

1. The implementation of the Trauma-Sensitive Schools’ programme in (special) education contributes to improved student functioning.
2. The implementation of the Trauma-Sensitive Schools’ programme in (special) education contributes to enhanced teacher knowledge and competencies regarding trauma-informed practices.

six measures over two consecutive school years

Implementation of trauma informed education