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Effects of trauma-informed approaches in schools: A systematic review
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Outgoing claims: the papers this work cites, builds on, or argues with.
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Effects of trauma-informed approaches in schools: A systematic review
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Impact of exposure to violence in school on child and adolescent mental health and behavior
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The enduring effects of abuse and related adverse experiences in childhood
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The Effectiveness of Cultural Adjustment and Trauma Services (CATS): Generating Practice‐Based Evidence on a Comprehensive, School‐Based Mental Health Intervention for Immigrant Youth
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Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services
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Mapping “Trauma-Informed” Legislative Proposals in U.S. Congress
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Trauma-Informed Treatment for Disenfranchised Urban Children and Youth: An Open Trial
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A Model for Creating a Supportive Trauma-Informed Culture for Children in Preschool Settings
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Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial
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Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools
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Support for Students Exposed to Trauma: A Pilot Study
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School-Based Screening: A Population-Based Approach to Inform and Monitor Children’s Mental Health Needs
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Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation
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Toward a Blueprint for Trauma-Informed Service Delivery in Schools
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Improving Implementation of a School-Based Program for Traumatized Students: Identifying Factors that Promote Teacher Support and Collaboration
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School-Related Outcomes of Traumatic Event Exposure and Traumatic Stress Symptoms in Students: A Systematic Review of Research from 1990 to 2015
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Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools
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Creating Trauma-Informed Schools for Rural Appalachia: The Partnerships Program for Enhancing Resiliency, Confidence and Workforce Development in Early Childhood Education
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Implementing Trauma—Informed Practices in the School Setting: A Pilot Study
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Helping Students Heal: Observations of Trauma-Informed Practices in the Schools
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Trauma-Informed Schools: Introduction to the Special Issue
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Promoting Resilience Through Trauma-Focused Practices: A Critical Review of School-Based Implementation
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School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance
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Child abuse: Adolescent records vs. adult recall
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Brief report: Moving prevention into schools: The impact of a trauma‐informed school‐based intervention
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Effect of a school-based test anxiety intervention in ethnic minority youth exposed to Hurricane Katrina
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Epidemiology of Traumatic Experiences in Childhood
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Strategies for Integrating Mental Health into Schools via a Multitiered System of Support
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Executive function performance and trauma exposure in a community sample of children
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Separate and cumulative effects of adverse childhood experiences in predicting adult health and health care utilization
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Cumulative trauma and symptom complexity in children: A path analysis
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The data behind the dissemination: A systematic review of trauma-focused cognitive behavioral therapy for use with children and youth
inferredcites →https://doi.org/10.1016/j.evalprogplan.2016.07.004openalex-snapshot
Lessons learned while building a trauma-informed public behavioral health system in the City of Philadelphia
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Trauma Exposure and Posttraumatic Stress Disorder in a National Sample of Adolescents
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Trauma Exposure and Posttraumatic Stress Disorder in the Lives of Adolescents
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A Teacher-Delivered Intervention for Adolescents Exposed to Ongoing and Intense Traumatic War-Related Stress: A Quasi-Randomized Controlled Study
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Cognitive Behavioral Intervention for Trauma in Schools (CBITS): School-based treatment on a rural American Indian reservation
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Childhood trauma and the risk of violence in adulthood in a population with a psychotic illness
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Outcomes and moderators of a preventive school‐based mental health intervention for children affected by war in Sri Lanka: a cluster randomized trial
inferredcites →https://doi.org/10.1037/a0012883openalex-snapshot
The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.
inferredcites →https://doi.org/10.1037/a0022121openalex-snapshot
The effects of trauma types, cumulative trauma, and PTSD on IQ in two highly traumatized adolescent groups.
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A review of trauma-informed treatment for adolescents.
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Child Trauma Toolkit for Educators
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Going to Scale: Experiences Implementing a School-Based Trauma Intervention
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Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors
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Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts
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Evaluation of a Trauma-Informed School Intervention with Girls in a Residential Facility School: Student Perceptions of School Environment
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Trauma-Informed Methods to Enhance School-Based Bullying Prevention Initiatives: An Emerging Model
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Supporting schools to create an inclusive environment for refugee students
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Adaptation and Implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth
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Trauma-Informed Schools
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The “Golden Age” of Probiotics: A Systematic Review and Meta-Analysis of Randomized and Observational Studies in Preterm Infants
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School-based support groups for traumatized students
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Trauma-Informed Care in the Massachusetts Child Trauma Project
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A Critical Look At Trauma-Informed Care Among Agencies and Systems Serving Maltreated Youth and Their Families
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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A Randomized Trial of Trauma-Informed Training Content: Effects on Preschool Teachers’ Trauma-Informed Attitudes, Stress, and Coping
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School partnered approaches to emotionally based school avoidance in UK primary and secondary school‐age learners: A systematic review
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The impact of trauma‐informed teacher education
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Toward trauma‐informed applications of behavior analysis
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Effectiveness, efficacy, acceptability, and feasibility of trauma‐informed depression, anxiety, and substance use prevention programs for young people aged 12–25 years: A mixed‐methods systematic review
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Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks
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Implementing a Trauma‐Informed Parenting Program in Urban Schools Serving High Poverty Communities
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A critical review of empirical support for trauma‐informed approaches in schools and a call for conceptual, empirical and practice integration
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Adverse Childhood Experiences (ACEs): Translation into Action in PK-12 Education Settings
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School-Based Interventions
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The Art of Mentoring Trauma-Informed Educators: Considerations for Teacher-Education Programs
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Strategies for Creating a Positive School Climate
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Design Principles for Trauma-Informed Information Systems for Refugees
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Belonging as a Core Construct at the Heart of the Inclusion Debate, Discourse, and Practice
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Designing Trauma-Informed School Learning Environments: Promoting Psychosocial Safety and Wellness for Students Impacted by Childhood Trauma
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Child Maltreatment and Long-Term Physical and Mental Health Outcomes: An Exploration of Biopsychosocial Determinants and Implications for Prevention
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Building Community Resilience Through Trauma-Informed Solutions: Lessons Learned from a Social Accelerator in Rural North Carolina
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Unpacking Adolescent Masculinity: Relations between Boys’ Sexual Harassment Victimization, Perpetration, and Gender Role Beliefs
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Let’s Grow: Toward Culturally Sensitive Pubertal Research Practices with Migrant Adolescents
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Heterogeneous Trajectories of Prosocial Behavior in Adolescents with Adverse Childhood Experiences: The Roles of Empathy and Social support
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Pre-service teachers’ experiences with students impacted by trauma in the school setting
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Common Elements of Trauma-Informed Schools and Attention to Racial Equity: A Scoping Review
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Systematic Review of School-Wide Trauma-Informed Approaches
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An Investigation of Secondary Traumatic Stress and Trauma-informed Care Utilization in School Personnel
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Assessment of adult learning outcomes from a school-based training on adverse childhood experiences science and trauma-informed care
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What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
inferred← citeshttps://doi.org/10.1016/j.childyouth.2022.106506openalex-snapshot
Changing educational paradigms: Trauma-responsive relational practice, learnings from the USA for Australian schools
inferred← citeshttps://doi.org/10.1016/j.childyouth.2023.106862openalex-snapshot
Adversity, engagement, and later achievement: The role of emotion regulation and parent-child relationship quality
inferred← citeshttps://doi.org/10.1016/j.childyouth.2023.107344openalex-snapshot
Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis
inferred← citeshttps://doi.org/10.1016/j.childyouth.2023.107368openalex-snapshot
Trauma-informed programs in Australian schools: A systematic review of design, implementation and efficacy
inferred← citeshttps://doi.org/10.1016/j.childyouth.2024.107963openalex-snapshot
A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping
inferred← citeshttps://doi.org/10.1016/j.childyouth.2025.108560openalex-snapshot
Trauma-informed practices among psychologists in the portuguese child welfare: Training, implementation, and institutional gaps
inferred← citeshttps://doi.org/10.1016/j.chipro.2024.100079openalex-snapshot
Bidirectional associations between well-being at school, psychosocial problems and PTSS in children exposed to family violence
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.06.004openalex-snapshot
Advancing equitable access to high quality early childhood education through a trauma- and resilience-informed community schools approach
inferred← citeshttps://doi.org/10.1016/j.evalprogplan.2024.102407openalex-snapshot
Implementing trauma-informed care in a special education setting: An initial exploration of a multi-tiered model
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102589openalex-snapshot
Teachers’ self-efficacy beliefs about trauma-informed education practices
inferred← citeshttps://doi.org/10.1016/j.mhp.2023.200277openalex-snapshot
OurFutures Mental Health: Protocol for a randomised controlled trial of a school-based, universal mental ill-health prevention program
inferred← citeshttps://doi.org/10.1016/j.psychsport.2025.102942openalex-snapshot
Understanding trauma-informed physical activity in practice: A qualitative exploration
inferred← citeshttps://doi.org/10.1016/j.puhe.2025.106117openalex-snapshot
No safe space: Impact of cumulative disadvantage of adversity in the home and exclusion from school on victimisation and offending behaviour within a justice-involved youth sample
inferred← citeshttps://doi.org/10.1016/j.ssmmh.2026.100592openalex-snapshot
What comes to mind when you hear the term ‘trauma’? A qualitative study of social representations of trauma in Ireland
inferred← citeshttps://doi.org/10.1017/cha.2020.53openalex-snapshot
Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature
inferred← citeshttps://doi.org/10.1080/00131725.2024.2431069openalex-snapshot
What Teachers Take Home: Stories of Secondary Trauma from PreK–12th Grade Teachers
inferred← citeshttps://doi.org/10.1080/00313831.2022.2148276openalex-snapshot
“Terror victims are probably not the easiest to follow up”: students’ perception of learning and teaching in the aftermath of trauma
inferred← citeshttps://doi.org/10.1080/00958964.2024.2423298openalex-snapshot
Strategies for delivering trauma-informed climate change instruction
inferred← citeshttps://doi.org/10.1080/02568543.2025.2538467openalex-snapshot
The Impact of Trauma on PK-1st-Graders: Educator Perspectives
inferred← citeshttps://doi.org/10.1080/02615479.2024.2361730openalex-snapshot
Teaching the art of compassionate inquiry: involving survivors from 9/11 in social work education
inferred← citeshttps://doi.org/10.1080/02643944.2022.2032812openalex-snapshot
Early school leaving and trauma-based education: a study in four European countries
inferred← citeshttps://doi.org/10.1080/02643944.2022.2093958openalex-snapshot
The future of pastoral care in schools: exploring whole-school trauma-informed approaches
inferred← citeshttps://doi.org/10.1080/02643944.2025.2515917openalex-snapshot
Managing domestic violence abuse (DVA) trauma in schools – implications for school-based provision
inferred← citeshttps://doi.org/10.1080/02643944.2026.2624439openalex-snapshot
The effectiveness of attachment- and trauma-informed approaches in primary education: a critical synthesis of the literature
inferred← citeshttps://doi.org/10.1080/03323315.2021.1915843openalex-snapshot
When it matters most: a trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond
inferred← citeshttps://doi.org/10.1080/03323315.2025.2546962openalex-snapshot
Assessing the perceived effectiveness of a Montessori-influenced trauma-informed practice (TIP) programme for contemporary early childhood teachers
inferred← citeshttps://doi.org/10.1080/07294360.2026.2617291openalex-snapshot
Knowledge from displacement: war trauma in higher education
inferred← citeshttps://doi.org/10.1080/09638237.2026.2732878openalex-snapshot
Not a technique but a fundamental way of being: service user experiences of, and views regarding “trauma-informed care” in UK mental health and social care services
inferred← citeshttps://doi.org/10.1080/10437797.2025.2601158openalex-snapshot
Trauma-Informed Pedagogy: Social Work Students Informing Pedagogy
inferred← citeshttps://doi.org/10.1080/1045988x.2020.1848776openalex-snapshot
An exploratory analysis of the necessity and utility of trauma-informed practices in education
inferred← citeshttps://doi.org/10.1080/10474412.2026.2626911openalex-snapshot
Teacher Coaching to Support Trauma-Informed Classroom Management
inferred← citeshttps://doi.org/10.1080/10530789.2024.2379168openalex-snapshot
Exploring women’s pathways to homelessness using the life history calendar
inferred← citeshttps://doi.org/10.1080/10901027.2025.2513921openalex-snapshot
Identifying and supporting children with trauma experience from teachers’ perspectives in Chinese rural kindergarten
inferred← citeshttps://doi.org/10.1080/10901027.2026.2708262openalex-snapshot
Leveraging serious games to support trauma-informed training for early childhood educators
inferred← citeshttps://doi.org/10.1080/10911359.2024.2330454openalex-snapshot
Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools
inferred← citeshttps://doi.org/10.1080/13540602.2023.2291069openalex-snapshot
Pain of the past and present: an identity conscious exploration of the prevalence and scope of educator primary and secondary trauma
inferred← citeshttps://doi.org/10.1080/13603116.2026.2693572openalex-snapshot
A qualitative investigation of special educational needs student, staff and caregivers’ perceptions of trauma-informed education
inferred← citeshttps://doi.org/10.1080/13632752.2024.2426433openalex-snapshot
(Internalising) challenging behaviours and trauma-informed Positive Behavioural Interventions and Supports (PBIS)
inferred← citeshttps://doi.org/10.1080/13632752.2025.2474807openalex-snapshot
Pupil perspectives of school belonging in a specialist school setting
inferred← citeshttps://doi.org/10.1080/14613808.2025.2591059openalex-snapshot
Young people healing and growing in trauma-informed positive music education
inferred← citeshttps://doi.org/10.1080/14681811.2022.2106560openalex-snapshot
‘It’s whether or not you got people’: school-based social support to address adolescent sexual and reproductive health inequities
inferred← citeshttps://doi.org/10.1080/15388220.2024.2309569openalex-snapshot
Impact of Peer Victimization on Adolescent Suicidality and Depressed Mood: Moderating Role of Protective Factors
inferred← citeshttps://doi.org/10.1080/20008066.2024.2441075openalex-snapshot
A journey towards a trauma informed and responsive Justice system: the perspectives and experiences of senior Justice workers
inferred← citeshttps://doi.org/10.1080/21683603.2020.1837698openalex-snapshot
I’m not as bright as I used to be – pupils’ meaning-making of reduced academic performance after trauma
inferred← citeshttps://doi.org/10.1080/21683603.2024.2444462openalex-snapshot
Global perspectives on trauma-sensitive schools: Context, challenges, and a heuristic model for future directions
inferred← citeshttps://doi.org/10.1080/21683603.2025.2483931openalex-snapshot
Rethinking trauma-sensitive schools from an anti-racist lens
inferred← citeshttps://doi.org/10.1080/2372966x.2020.1854621openalex-snapshot
A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research
inferred← citeshttps://doi.org/10.1080/26904586.2020.1826026openalex-snapshot
Trauma recovery core capabilities for the children’s workforce in the United Kingdom: A Q-methodology study
inferred← citeshttps://doi.org/10.1080/26904586.2026.2724891openalex-snapshot
Examining mediators of the association between caregiver work hours and emotional problems and hyperactivity/inattention among migrant children in China
inferred← citeshttps://doi.org/10.1086/712606openalex-snapshot
Promoting Learning for Students Experiencing Adversity and Trauma
inferred← citeshttps://doi.org/10.1093/her/cyad002openalex-snapshot
A qualitative exploration of stakeholder perspectives on the implementation of a whole school approach to mental health and emotional well-being in Wales
inferred← citeshttps://doi.org/10.1093/oso/9780197603413.003.0001openalex-snapshot
Roles of Different Professionals Within a Multitiered System of Supports Framework
inferred← citeshttps://doi.org/10.1093/oso/9780197603413.003.0027openalex-snapshot
Current Approaches to School Safety
inferred← citeshttps://doi.org/10.1093/pubmed/fdab238openalex-snapshot
Does screening or routine enquiry for adverse childhood experiences (ACEs) meet criteria for a screening programme? A rapid evidence summary
inferred← citeshttps://doi.org/10.1108/978-1-80686-821-620261002openalex-snapshot
Connecting Community-Level Trauma & Student Success Through Systems Thinking
inferred← citeshttps://doi.org/10.1108/979-8-88730-203-420251012openalex-snapshot
Trauma-Informed Support of Young Adolescent Students in Foster Care
inferred← citeshttps://doi.org/10.1108/add-11-2023-0021openalex-snapshot
Clinical characteristics of adolescents and emerging adults presenting for integrated posttraumatic stress and substance use treatment
inferred← citeshttps://doi.org/10.1108/amhid-12-2025-0060openalex-snapshot
Trauma-informed practice for people with intellectual disabilities in the criminal justice system: psychologists’ perspectives
inferred← citeshttps://doi.org/10.1108/ijebr-03-2025-0297openalex-snapshot
Now you see it: using a trauma-informed lens to redirect conversations on health, human capital and entrepreneurship
inferred← citeshttps://doi.org/10.1108/ijem-08-2019-0277openalex-snapshot
The relationship between school leaders' ability to manage underprivileged students' needs and the level of achievement of these students
inferred← citeshttps://doi.org/10.1108/jacpr-04-2025-1008openalex-snapshot
Trauma-informed educational practices for war-affected refugee students in Greece and Cyprus: a literature review
inferred← citeshttps://doi.org/10.1108/jcom-01-2025-0008openalex-snapshot
Developing a READINESS mindset with trauma-informed management for crisis communication
inferred← citeshttps://doi.org/10.1108/mhsi-05-2021-0023openalex-snapshot
Trauma-informed servant leadership in health and social care settings
inferred← citeshttps://doi.org/10.1108/mhsi-11-2023-0115openalex-snapshot
The Platt 3p (P3p) model of mental health interventions
inferred← citeshttps://doi.org/10.1108/pdsp-01-2024-0003openalex-snapshot
Letter from a teacher: A plea for school-university partners to rethink educator burnout and attrition through an ethic of care
inferred← citeshttps://doi.org/10.1108/s0735-004x20230000033011openalex-snapshot
Trauma-Informed Care to Prevent and Mitigate Effects of School Violence
inferred← citeshttps://doi.org/10.1111/bjep.70101openalex-snapshot
The risk and resilience factors associated with secondary traumatic stress in school personnel: A scoping review
inferred← citeshttps://doi.org/10.1111/jcpp.70230openalex-snapshot
Early adversity, executive function, and the development of cognitive disengagement syndrome: a sex‐specific mediating pathway
inferred← citeshttps://doi.org/10.1111/josh.13282openalex-snapshot
Relational Health as a Pathway from Trauma to Flourishing in School Communities
inferred← citeshttps://doi.org/10.1111/ppc.13101openalex-snapshot
Implementing a novel self‐care clock strategy as part of a trauma awareness intervention in a university setting
inferred← citeshttps://doi.org/10.11124/jbies-21-00370openalex-snapshot
Effectiveness of trauma-informed, school-based interventions for children with a history of trauma or adverse experiences: an umbrella review protocol
inferred← citeshttps://doi.org/10.1136/bmjopen-2023-078545openalex-snapshot
Co-design and evaluation of a youth-informed organisational tool to enhance trauma-informed practices in the UK public sector: a study protocol
inferred← citeshttps://doi.org/10.1163/27730840-05301003openalex-snapshot
Compassion Fatigue and Behaviours that Challenge in the Classroom
inferred← citeshttps://doi.org/10.1177/00111287251341840openalex-snapshot
When Schools Feel Unsafe: Theoretical Models of Teacher Risk and Fear
inferred← citeshttps://doi.org/10.1177/00224669251365233openalex-snapshot
A Systematic Review and Meta-Analysis of Dual-Certification in Special Education and General Education
inferred← citeshttps://doi.org/10.1177/00224871261468321openalex-snapshot
“Relationships Are the Key”: How First-Year Teachers Apply the Trauma-Informed Lessons of Their Teacher Training
inferred← citeshttps://doi.org/10.1177/00420859231175668openalex-snapshot
Racially Just, Trauma-Informed Care for Black Students
inferred← citeshttps://doi.org/10.1177/02711214251325781openalex-snapshot
Improving Evaluations of Trauma-Informed Professional Development in Early Care and Education Settings Through Observational Measures
inferred← citeshttps://doi.org/10.1177/08862605231163238openalex-snapshot
Overlap Between Exposure to Suicidal Behavior and Indirect Interpersonal Violence: Evidence for a More Integrated Approach to Violence Research
inferred← citeshttps://doi.org/10.1177/08862605241303951openalex-snapshot
Malleable and Static Risk Factors Associated with Boys’ Patterns of Interpersonal Violence: A Latent Class Analysis
inferred← citeshttps://doi.org/10.1177/08862605261426585openalex-snapshot
Adolescents Experiencing Both Bullying and Childhood Trauma: Longitudinal Patterns, Psychosocial Networks, and Risk Prediction
inferred← citeshttps://doi.org/10.1177/09520767251322317openalex-snapshot
Navigating co-production with disadvantaged service users: Local heritage as an agent of value co-creation
inferred← citeshttps://doi.org/10.1177/10775595251401108openalex-snapshot
Outcomes of a Trauma-Responsive Educational Approach at Scale
inferred← citeshttps://doi.org/10.1177/10775595251410558openalex-snapshot
Building Trauma Informed School Systems: Training and Practice Uptake as Part of a Systemwide Initiative in an Urban School District
inferred← citeshttps://doi.org/10.1177/10775595261420295openalex-snapshot
Ten Years Later: An Updated Critical Look at Trauma Informed Care Among Agencies and Systems Serving Youth and Their Families
inferred← citeshttps://doi.org/10.1177/1356336x261426836openalex-snapshot
Feeling the lesson: Affect, attunement and trauma-informed physical education
inferred← citeshttps://doi.org/10.1177/13634593261477239openalex-snapshot
The trauma turn in mental health care: Psychocentrism and the governance of social suffering
inferred← citeshttps://doi.org/10.1177/14779714241308505openalex-snapshot
‘It would be very strange to make an artificial cut off point at 18 that trauma suddenly isn’t relevant’ – Perspectives of trauma-informed practice in higher education
inferred← citeshttps://doi.org/10.1177/15248380231218293openalex-snapshot
Trauma-Informed Practice in Physical Activity Programs for Young People: A Systematic Review
inferred← citeshttps://doi.org/10.1177/15248380261439144openalex-snapshot
A Scoping Review on Interventions in Educational Contexts to Support Students Exposed to War
inferred← citeshttps://doi.org/10.1177/15407969241268664openalex-snapshot
A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs
inferred← citeshttps://doi.org/10.1177/20556365251321846openalex-snapshot
The trauma of bullying: Evaluating the impact of a trauma-informed therapeutic intervention to support children who have been chronically bullied in school
inferred← citeshttps://doi.org/10.1186/s12889-024-20531-8openalex-snapshot
‘Please, see me’; Informal and professional support of students with relatives with addiction problems: a three-year longitudinal qualitative study
inferred← citeshttps://doi.org/10.1186/s12889-025-21788-3openalex-snapshot
Adverse childhood and school experiences: a retrospective cross-sectional study examining their associations with health-related behaviours and mental health
inferred← citeshttps://doi.org/10.1186/s13643-023-02365-4openalex-snapshot
Trauma-informed prevention programmes for depression, anxiety, and substance use among young people: protocol for a mixed-methods systematic review
inferred← citeshttps://doi.org/10.12681/psy_hps.26786openalex-snapshot
Αντίξοες εμπειρίες κατά την παιδική ηλικία: προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών
inferred← citeshttps://doi.org/10.12958/3083-6514-2026-3-215-220openalex-snapshot
Pedagogical design of safe educational activities for primary school children under martial law
inferred← citeshttps://doi.org/10.1371/journal.pone.0307010openalex-snapshot
Experiences of Indigenous peoples living with pelvic health conditions: A scoping review
inferred← citeshttps://doi.org/10.14221/1835-517x.6159openalex-snapshot
How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs
inferred← citeshttps://doi.org/10.14324/lre.21.1.29openalex-snapshot
Developing trauma-informed teacher education in England
inferred← citeshttps://doi.org/10.1522/rhe.v9i2.1786openalex-snapshot
Évaluation de l’implantation initiale d’un programme d’approche sensible aux traumas en classes spéciales
inferred← citeshttps://doi.org/10.15407/dse2026.01.046openalex-snapshot
The Economics of Education and Neuroplasticity: How School Shapes the Resilience and Productivity of Future Generations
inferred← citeshttps://doi.org/10.17161/jomr.v8i1.15767openalex-snapshot
Montessori, the White Cross and Trauma-Informed Practice
inferred← citeshttps://doi.org/10.17759/bppe.2026230203openalex-snapshot
Psychological and pedagogical support for children with disabilities and their normotypic peers in a post-traumatic situation in new Russian territories
inferred← citeshttps://doi.org/10.17760/d20649871openalex-snapshot
Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project
inferred← citeshttps://doi.org/10.18795/gumusmaviatlas.1120360openalex-snapshot
Kovid-19 Pandemisi Sürecinde Bireylerin Travma Sonrası Stres Belirtileriyle Öz-Anlayış Düzeyleri ve Duygusal Şemaları Arasındaki İlişkinin İncelenmesi
inferred← citeshttps://doi.org/10.21203/rs.3.rs-10132977/v1openalex-snapshot
Leveraging a Novel Combination of Spatial and School Data to Explore Associations between Neighborhood Trauma and Social Determinants of Health in Philadelphia Schools
inferred← citeshttps://doi.org/10.21203/rs.3.rs-10953102/v1openalex-snapshot
What’s Next for You? Moving Along the Trauma-Informed Continuum
inferred← citeshttps://doi.org/10.21203/rs.3.rs-11302661/v1openalex-snapshot
Trauma-Informed Teaching in Educational Settings: A Systematic Literature Review of Teacher Practices Promoting Students' Emotional Resilience and Academic Success
inferred← citeshttps://doi.org/10.21203/rs.3.rs-9034259/v1openalex-snapshot
Exploring Adverse Childhood Experiences in Healthcare Professional Students: Insights from a Mixed-Methods Pilot Study
inferred← citeshttps://doi.org/10.21926/obm.icm.2402030openalex-snapshot
Trauma in Schools: A Review of the Impact of Childhood Trauma and Assessment of a Potential Intervention
inferred← citeshttps://doi.org/10.24130/eccdjecs.1967202481571openalex-snapshot
The new role of teachers today: Being a trauma-informed teacher
inferred← citeshttps://doi.org/10.24857/rgsa.v18n5-031openalex-snapshot
Digital Trauma Healing Adherence Intervention Using Expert System Method and Social Media Participation with Trauma Scale Level-Based Analysis and Hobby Analysis to Improve Self-Efficacy
inferred← citeshttps://doi.org/10.26716/redlands/doctor/2021.2openalex-snapshot
Critical Recognition of the Experiences of Therapeutic Behavioral Strategist Voices in Addressing Student Trauma
inferred← citeshttps://doi.org/10.29173/cais1924openalex-snapshot
Teaching with Archival Materials Using a Trauma-Informed Framework
inferred← citeshttps://doi.org/10.29228/asos.68945openalex-snapshot
OKUL YÖNETİCİLERİNİN ÇATIŞMA YÖNETİM STRATEJİLERİNİN İNCELENMESİ
inferred← citeshttps://doi.org/10.29333/ajqr/14085openalex-snapshot
The Difficulty of Bearing Witness: Experiences of Educators and Therapists with Childhood Trauma
inferred← citeshttps://doi.org/10.2989/17280583.2024.2307971openalex-snapshot
Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates
inferred← citeshttps://doi.org/10.3366/scot.2020.0337openalex-snapshot
The arrival of the ACEs movement in Scotland: Policy entrepreneurship and critical activist responses
inferred← citeshttps://doi.org/10.3366/scot.2020.0339openalex-snapshot
The relationship between adverse childhood experiences and educational disadvantage: A critical perspective
inferred← citeshttps://doi.org/10.3366/scot.2021.0385openalex-snapshot
Trauma: An Ideology in Search of Evidence and its Implications for the Social in Social Welfare
inferred← citeshttps://doi.org/10.3389/feduc.2022.1005887openalex-snapshot
Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices
inferred← citeshttps://doi.org/10.3389/feduc.2022.1040980openalex-snapshot
Potential challenges and future implications for trauma-informed approaches in schools
inferred← citeshttps://doi.org/10.3389/feduc.2022.826658openalex-snapshot
National Guidelines for Trauma-Aware Education in Australia
inferred← citeshttps://doi.org/10.3389/feduc.2023.1123586openalex-snapshot
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?
inferred← citeshttps://doi.org/10.3389/feduc.2023.1181004openalex-snapshot
Developing a measure of educator self-efficacy around emotion co-regulation
inferred← citeshttps://doi.org/10.3389/feduc.2023.1264629openalex-snapshot
Editorial: Trauma-informed education
inferred← citeshttps://doi.org/10.3389/feduc.2024.1291698openalex-snapshot
A perspective on psychological factors affecting the emotional labor of teachers
inferred← citeshttps://doi.org/10.3389/feduc.2024.1346933openalex-snapshot
Advancing trauma informed practices in schools using the Consolidated Framework for Implementation Research
inferred← citeshttps://doi.org/10.3389/feduc.2025.1549751openalex-snapshot
Assessing school happiness: development and validation of a measurement scale for parents/guardians
inferred← citeshttps://doi.org/10.3389/feduc.2026.1826631openalex-snapshot
Building the self-efficacy and agency of African mothers with refugee backgrounds to engage with their children’s Canadian schools: a community-led pilot program
inferred← citeshttps://doi.org/10.3389/fpos.2026.1761729openalex-snapshot
Emotional work in a safe–brave–compassionate ecology: staying with discomfort in education for democracy
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1321373openalex-snapshot
Trauma-sensitive school concepts for students with a refugee background: a review of international studies
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1339332openalex-snapshot
The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1780390openalex-snapshot
Childhood trauma and non-suicidal self-injury among Chinese students: the mediating role of depression and the moderating role of perceived teacher legitimacy
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1939975openalex-snapshot
Sustaining educational and psychological support during protracted war: a regional laboratory model from Ukraine
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