Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…

Meeting the needs of students dealing with trauma-related behavioral challenges poses a significant challenge. Research has shown that childhood trauma affects a student's capacity to learn in academic, social, and emotional contexts and that educators are faced with significant challenges when trying to provide an educational path for each of…

Restorative practices and trauma-informed practices are being implemented in schools to improve the learning environment and reduce discipline referrals. This study aimed to determine how educators' level of understanding regarding restorative practices and trauma could affect how they interact with students that have experienced trauma. This…

Research Findings: The present study aimed to investigate whether the trial-to-trial intraindividual reaction time variability (IIV), which reflects prefrontal cortex activity related to attentional and cognitive control, mediated the longitudinal effects of earlier harsh discipline on children's later externalizing problems. The study involved…

In the 1960s, educational psychologist Marjorie Boxall developed Nurture Groups (NGs) in response to the growing number of children who were deprived of healthy nurturance in early life and who, as a result, were failing to cope with the demands of school. To date, research on this intervention model has consistently shown that students who attend…

Multitiered systems of support (MTSS) is an effective model for identifying students at risk for academic failure as well as behavioral concerns (excesses and deficits) that impede classroom success. Over the years, researchers have investigated the positive effects of the MTSS model on behavioral needs of students; however, to date the research…

Emotionally traumatized students who display disorderly behavior have difficulty academically, emotionally, and socially in school. The purpose of this study was to explain principals' and assistant principals' perspectives on the impact emotional trauma has on students' academic success. The problem is teachers lack the knowledge and skills to…

This qualitative case study addresses the pressing need to support the academic and social-emotional well-being of K-12 students, particularly given the disruptions caused by the COVID-19 pandemic. Research highlights a significant prevalence of mental, emotional, developmental, and behavioral issues among children and exposure to adverse…

Previous research identifies the negative outcomes associated with behavioral and emotional risk (BER) and experiences of trauma in childhood. Studies have shown that elevated BER and experiences of trauma are connected to poor academic performance, as well as other maladaptive behavioral outcomes (Martinez et al., 2014; Perfect et al., 2016; Ray…

Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants…

School-age children are at high risk of experiencing traumatic and stressful events that can negatively impact their academic, emotional, and behavior performance. Students that have been exposed to a traumatic and adverse experience present with high rates of dropout, low academic performance, conduct problems, aggression, depression, and…

Violent crimes and domestic violence are notoriously high in South Africa, which leaves many children defenceless to struggle with emotions such as loneliness and sadness. The healthy development and socialisation of children can be difficult in a society characterised by domestic tribulations, poverty, crime, single-parent homes, and absent…

Trauma-informed practices are gaining momentum in educational settings. This growth is in part due to the knowledge we are learning about childhood trauma and how it impacts children well into adulthood. The more we know about the impact of childhood trauma, the more crucial it is for schools to utilize trauma-informed practices. The purpose of…

The 2022 Legislature directed the Office of Superintendent of Public Instruction (OSPI) to create an advisory workgroup with specific participants to report back on topics related to student isolation and seclusion. This legislative report provides a background on the workgroup, history of isolation and restraint, current practices in the state of…

Objective: To identify subgroups of urban youth based on their self- and teacher-reported mental health symptoms, and to explore characteristics of these subgroups. Methods: Cross-sectional data from 426 eighth-grade students (M[subscript age] = 13.22 years; 70.1% Black/ African American; 58.7% female) across 20 Baltimore City public schools were…