Trauma Responsive School Project: Implementation in an Urban School Setting

ABSTRACT

We implemented three phases of training and programming on trauma responsiveness at an urban school that served students in kindergarten through eighth grade. Teachers, staff, students, and parents engaged in healthy problem-solving, self-understanding, and self-regulation techniques and learned how traumatic experiences affect an individual’s ability to manage emotions. School-wide, classroom and individual activities integrated into the school day reduced office discipline referrals. We discuss implications and make recommendations for counseling professionals to initiate and collaborate in transforming schools into trauma responsive environments.

KEYWORDS:

• Trauma responsive
• tiers of prevention
• self-regulation
• elementary/middle school
• transformative mixed methods design

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was funded in part by a grant from the Charles E. Kubly Foundation, Milwaukee, Wisconsin, awarded to Carrie L. King. Co-PI was Tammy H. Scheidegger.

Notes on contributors

Carrie L. King

Dr. Carrie L. King is an Associate Professor, Department Chair and Program Director. She spent many years as a licensed school counselor and is passionate about transforming school environments through trauma responsive practices.

Tammy H. Scheidegger

Dr. Tammy H. Scheidegger is an Associate Professor and the Practicum and Internship Coordinator. Her research focuses on trauma and counselor self-care.