Trauma Responsive School Project: Implementation in an Urban School Setting

Abstract

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.