School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools
This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and prac...
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| Language: | English |
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MDPI AG
2024-10-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/14/11/991 |
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| author | Kate R. Watson Ron Avi Astor Gordon P. Capp Rami Benbenishty |
| author_facet | Kate R. Watson Ron Avi Astor Gordon P. Capp Rami Benbenishty |
| author_sort | Kate R. Watson |
| collection | DOAJ |
| description | This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers’ identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field’s focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children’s educational experiences and outcomes. |
| format | Article |
| id | doaj-art-d6dc2757713b4ee2a5fa5dde549ff5b0 |
| institution | OA Journals |
| issn | 2076-328X |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-d6dc2757713b4ee2a5fa5dde549ff5b02025-08-20T02:28:07ZengMDPI AGBehavioral Sciences2076-328X2024-10-01141199110.3390/bs14110991School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed SchoolsKate R. Watson0Ron Avi Astor1Gordon P. Capp2Rami Benbenishty3Luskin School of Public Affairs, University of California, Los Angeles, CA 90095, USALuskin School of Public Affairs, University of California, Los Angeles, CA 90095, USADepartment of Social Work, California State University, Fullerton, CA 92831, USAThe Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Jerusalem 9190501, IsraelThis study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers’ identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field’s focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children’s educational experiences and outcomes.https://www.mdpi.com/2076-328X/14/11/991trauma informedschool climateschool social workschool safety |
| spellingShingle | Kate R. Watson Ron Avi Astor Gordon P. Capp Rami Benbenishty School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools Behavioral Sciences trauma informed school climate school social work school safety |
| title | School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools |
| title_full | School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools |
| title_fullStr | School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools |
| title_full_unstemmed | School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools |
| title_short | School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools |
| title_sort | school social workers reports of differences in policies and practices in trauma informed and non trauma informed schools |
| topic | trauma informed school climate school social work school safety |
| url | https://www.mdpi.com/2076-328X/14/11/991 |
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