![]() Tier one involves whole school policies and programmes, tier two offers targeted group activities and programmes to at-risk students, and tier three typically consists of individual treatment for students exposed to trauma. Effective trauma-informed programmes typically follow a whole-school, multi-tiered mode of delivery. ![]() There are few comprehensive trauma-informed programmes in schools, and currently there is limited evidence for their specific effectiveness for teachers and students. Lack of enjoyment, productivity or motivation at work.Avoiding people, activities or feelings that remind them of the student’s trauma.Intrusive thoughts about the student’s trauma.Feeling anxious, hopeless or anger in response to the disclosure of a student’s trauma.Warning signs of secondary trauma for staff include: People in helping professions, such as social workers, psychologists and teachers have been found to experience secondary trauma and burnout as a result of their interactions with students exposed to trauma. Burnout is another term used in the teaching literature to describe a state of physical and emotional exhaustion and reduced capacity to cope with the everyday demands of one’s position. Secondary or vicarious trauma are terms used interchangeably to describe a teacher’s experience of trauma symptoms and emotional distress from repeated exposure to details of trauma experienced by students or others. Teachers also experience less secondary or vicarious trauma, compassion fatigue and burnout after they receive education on how to respond to students impacted by trauma. Teachers tend to report limited knowledge and confidence in responding to trauma-exposed students before receiving trauma-informed training, although, after trauma-informed training, teachers report that their knowledge, confidence and self-perceived skills improve. Less evidence has documented the impact of trauma-informed practice on teacher wellbeing and mental health. The impact of trauma-informed practice for teachers ![]() This is important because the literature is clear that exposure to potentially traumatic events can reduce students’ academic performance, intelligence quotient (IQ) scores, executive function, school engagement and school completion, and higher rates of school suspension and exclusion. Evidence is also growing on the impact of trauma-informed practice on student learning, school engagement and academic achievement. However, recent literature reviews have revealed the benefits of trauma-informed practice in education settings in reducing student levels of depression, anxiety and post-traumatic stress disorder. Research about the impact of trauma-informed practice on student mental health and learning is limited. The impact of trauma-informed practice on student mental health Trauma-informed programmes and policies are important to support teachers who are tasked with supporting the complex needs of students and families impacted by trauma. ![]() Trauma-informed practice in schools has grown and schools are increasingly implementing educational programmes for teachers and school policies to help teachers to become more aware of the impacts of trauma on students. A trauma-informed organisation, such as a school or health service, is one which ‘realizes the widespread impact of trauma and understands potential paths for recovery recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system responds by fully integrating knowledge about trauma into policies, procedures, and practices and seeks to actively resist re-traumatization ’. ![]()
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