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Abstract With the growing recognition of the prevalence and impact of adverse childhood experiences, building trauma-informed service systems is critical. Although there are many online resources to help school systems become more trauma informed, how much they meet the needs of educators is not well understood. To help schools implement trauma-informed practices (TIPS) to support both educators (all school-based certificated staff) and students, a partnership among a California research university, a local foundation, and three school districts was developed at the start of the COVID-19 pandemic. The partnership envisioned a three-phase study to determine the feasibility, acceptability, and outcomes of an intervention supporting TIPS. First, two local districts were engaged in a mixed method needs assessment to explore educators’ wellbeing and use of trauma-informed resources. Input from district-level advisory committees guided a needs assessment that informed the development of trainings to (1) help administrators best support their staff, and (2) teach educators how to best support themselves and their students with traumatic stress and related symptoms. Second, researchers curated freely available resources to develop a 3-module administrator training and an 8-module teacher training. Finally, university-based psychologists and teacher educators delivered the curricula in two school districts and the university’s teacher education program. Researchers implemented a pretest–posttest evaluation design and gathered in-session feedback after each module. Results indicated that participants found the sessions helpful and relevant and they had greater knowledge of TIPS. Future directions include scaling up implementation, understanding outcomes from multiple perspectives, and integrating follow-up activities to help with skill retention.
Sharkey et al. (Thu,) studied this question.