Abstract
This literature review evaluates trauma-informed programs designed to reduce the symptoms of trauma in middle school students and boost academic achievement. The author identifies practices that can be implemented by individual teachers or schoolwide and explores possible barriers to implementation.
Additional information
Notes on contributors
Megan Bates
Megan Bates recently graduated from The University of North Carolina at Charlotte with her Master of Arts in Teaching. Her research interests include the effects of trauma on student development and effective implementation of trauma-informed practices in the classroom. Email: [email protected]