Schools provide spaces for academic knowledge while also addressing children's social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students' experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds…

The objective of this study is to examine a diverse group of educators and their background knowledge on the overlap of autism spectrum disorder (ASD) and traumatic stress as well as their access to developmentally appropriate trainings and interventions for modified traumainformed care. The current research asks (1) do general education teachers…

The purpose of this qualitative case study was to gain a deeper understanding of the perceptions of K-12 alternative education administrators and K-12 alternative education teachers related to trauma-informed training, trauma-informed interventions, and the results of implementing trauma-informed interventions. The problem that was examined in…

This study of a K-12 administrator preparation program adds to the research literature on trauma-informed education by addressing a gap in the literature on K-12 administrator candidates' knowledge of the meaning of adverse childhood experiences (ACEs) and what their roles are in supporting teachers who have students with ACEs. K-12 school…

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or…

School counsellors who work with children and young people within the education system and have experienced trauma themselves can be significantly affected by challenging events. The current research focussed on understanding the post-trauma needs of school counsellors who continue their work in earthquake-affected regions. A phenomenological…

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for…

In a sector largely ignored in policy and the public imagination, Alternative Provision works to care for and educate children for whom mainstream schooling does not work. Central to their mission is the engagement of families, often seen as both the cause of their child's difficulties and the solution to their successful educational…

This study examined the perceived preparedness of educators working in Title 1 schools to address the mental health needs of students. Data were gathered from educators (defined as teachers and other school personnel; N = 299) employed by eight Title 1 public schools within one district in Florida, most of whom were K-5 teachers (n = 199).…

In 2020, the Coronavirus 2019 (COVID-19), a highly infectious and deadly respiratory disease, quickly spread into a worldwide pandemic. This study investigated posttraumatic growth (PTG) among K-12 educators in the United States after teaching during the COVID-19 pandemic. The research problem is that educators experienced trauma that is unique to…

This research explores teachers' development of their understandings of teaching for justice and equity on days after critical current events, traumas, and tragedies. In particular, I ask: How, if at all, are teachers prepared to engage in Days After Pedagogy? How do their preparation experiences influence their feelings about utilizing Days After…

The purpose of this study is to assess the mental health consequences of teaching trauma-exposed students in alternative settings. As school district administrators may provide general or common mental health services for teachers, special attention needs to be given and additional programs and supports provided for teachers who teach…

Traumatic experiences have the potential to influence neurological development which can change the way a person behaves, learns, and builds relationships. While the footprint of trauma has always been prevalent, the mental health of America's children has rapidly declined and has been described as a crisis. PreK-12 classroom teachers are working…

School nurses have faced many professional challenges during the COVID-19 pandemic. Focus group interviews were employed as a data collection method in this qualitative study to describe the perspectives of school nurses during the pandemic. Themes relevant to school nurse experiences and suggestions for change were identified. School nurses have…

We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as…