Trauma-Informed Practice in Schools: A Mixed-Methods Study and Introduction of the Trauma-Responsive School Ecology (TRSE) Framework

This mixed-methods study examined school psychologists’ and teachers’ perceptions of trauma and childhood adversity in K–12 schools. Survey data explored how trauma was understood to affect students’ academic, behavioral, cognitive, and social functioning and examined differences across professional role, gender, and age. Findings indicated strong cross-role convergence in trauma knowledge, suggesting increasing diffusion of trauma-informed concepts within schools. However, participants reported that trauma-informed education often places unrealistic demands on educators, with limited training and insufficient attention to systematic inequities and social determinants of health. Implementation was further constrained by workload pressures and structural barriers. Based on these findings, the Trauma-Responsive School Ecology framework is introduced as a staged, practice-oriented pathway for implementing trauma-responsive practices in schools.