How Is Student Behavior and Teachers’ Perception Impacted by the Implementation of Trauma-Informed Schools on Children Who Have Experienced ACEs and Trauma?

Abstract

Children who have experienced trauma may experience negative education outcomes, and trauma-informed schools reflect a national movement towards implementing practices and strategies focused on supporting these students. Adverse childhood experiences (ACEs) are common in young children and have a significant impact on the classroom because few teachers may not be prepared to recognize and respond properly. The purpose of this systematic review of research was to examine how student behavior and teachers’ perception are impacted by the implementation of trauma-informed practices and how to prepare teachers better to build resilience in students impacted by trauma. This mixed-method study focused on collecting qualitative data from teachers and students in the format of pre and post-surveys, tracking logs, journals, and interviews. The outcome obtained from the research problem revolves around the research question: Do trauma-informed schools help students who have poor academic achievement and behavioral problems resulting from adverse childhood experiences and trauma? A total of forty-seven studies were selected after the preliminary search, and after further examination and evaluation of the selective studies, ten studies were included for the review. Findings suggest that teachers who use trauma-informed strategies such as building relationships between teachers, students, and parents, positive reinforcement, and increasing knowledge and resources on being trauma-informed, showed successful classroom management. The use of intentional teaching, noticing, and positive reinforcement for struggling students helped to contain student behavior. By reinforcing positive behaviors within the classroom, students became more independent during the school day and displayed less aggressive behaviors.