"They Feel Like They're Seen and Welcomed": Implementation of Trauma-Sensitive School Practices

• In Event: Drawing on Experience-Near Knowledge: Understanding School (Dis)Engagement Through Youth and Educator Voice

Abstract

Attention to trauma-sensitive schools has grown significantly in the past twenty years (Chafouleas, Johnson, Overstreet, & Santos, 2015). A small number of comprehensive approaches have been developed to implement trauma-sensitivity in schools, yet few have been systematically studied to assess effectiveness (Overstreet & Chafouleas, 2016). This study sought to understand the school change process facilitated by one of these comprehensive approaches: the Trauma Learning and Policy Initiative’s (TLPI’s) Inquiry-Based Process to trauma-sensitivity (Cole, Eisner, Gregory, & Ristuccia, 2013). Trauma-sensitivity practices have the potential to engage students, including those most impacted by adversity and trauma, and to break cycles of pain and suffering in their lives.

Methods: This study was a secondary data analysis of in-depth interviews and focus groups with three schools that had implemented TLPI’s Inquiry-Based process. At the beginning and end of the third year of implementation, school administrators and staff were asked about observed changes in the schools, facilitators of and barriers to implementation, and how the Inquiry-Based Process supported the development of trauma-sensitivity in the schools. Adapted Situational Analysis (Clarke, Friese, & Washburn, 2018), was used to analyze the situational elements, conditions, and processes that facilitated and sustained change in schools towards trauma-sensitivity. Consistent with Situational Analysis, a visual Project Map was created to represent the findings of the analysis. TLPI leaders, as our primary stakeholder and integral facilitators in these three schools, met with us twice during the coding process to provide their interpretations and feedback on our analysis.

Findings: The Project Map, entitled TLPI’s Trauma-Sensitive Triangle (TST) is shown in Figure 1. Four key themes emerged; schools shifted towards trauma-sensitivity by: (1) Facilitating Empowerment and Collaboration; (2) Integrating Whole-Child Frameworks to Foster Resilience; (3) Affirming Cultural Identity and Promoting a Sense of Belonging; and (4) Re-envisioning Discipline towards Relational Accountability. As shown in the TST, school culture shift towards trauma sensitivity occurred at three levels: Foundation, Bridging, and Culture Shift. The TLPI Inquiry-Based Process facilitated Shifts in Thinking and Shifts in Practice among educators that moved schools towards the Culture Shift level. Each of the four key themes was further defined in the six sections of the TST for a total of 24 subthemes. Findings demonstrated various processes, rates, and extents of change in school culture as a result of each school’s unique engagement with the Inquiry-Based Process.

Conclusions: As more becomes known about the impact of trauma for young children, and in the wake of passage of the Every Student Succeeds Act (ESSA), many school leaders are seeking support and solutions for training their staff in trauma-sensitivity. This preliminary study of TLPI’s Inquiry-Based Process suggests important and sustained shifts in schools towards trauma-sensitivity over a three-year period. Key processes across the schools were the integration of staff psychoeducational knowledge regarding trauma, the development of stakeholder self-reflection practices, and the strengthening of relationships. For students enduring ongoing adversity and trauma, school shifts towards trauma-sensitivity may promote healing relationships and spaces that foster sustained engagement and success.

Authors

• Devin Atallah, University of Massachusetts - Boston

• Jessica Koslouski, University of Connecticut - Storrs

• Kesha Perkins, Boston University

• Christine Marsico, Boston University

• Michelle V. Porche, University of California - San Francisco