The Journal of school health · 2026
Advancing School-Based Efforts to Reduce Trauma and Violence Influences on Youth.
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Knox Jerica, Beason Tiffany, Johnson Sara B
Аннотация
BACKGROUND: Trauma and violence exposure are critical barriers to educational equity, affecting student mental health and academic achievement. Despite growing attention to trauma-informed practices in schools, implementation remains uneven and often overlooks the complexity of trauma experiences or their systemic roots.
CONTRIBUTIONS TO THEORY: Grounded in and extending Basch's (2011) framework for prioritizing health conditions to reduce educational disparities, this paper synthesizes lessons learned and proposes a path forward for school-based trauma prevention and intervention. We identify three key opportunities: (1) expanding school-based trauma definitions to include chronic and identity-based stressors such as racialized trauma and immigration-related adversity; (2) leveraging comprehensive, school-wide frameworks to support infrastructure development, cross-sector partnerships, and sustainable implementation; and (3) elevating secondary traumatic stress as a core concern within trauma-informed systems.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools can use public health-oriented frameworks to align trauma-informed practices with equity goals. Key actions include conducting inclusive needs assessments, providing culturally responsive professional development, fostering cross-sector partnerships, and embedding policies that support educator wellness and prevent secondary traumatic stress.
CONCLUSIONS: By broadening definitions, centering equity, and supporting staff well-being, schools can create trauma-informed systems that are sustainable, responsive, and healing-centered.
CONTRIBUTIONS TO THEORY: Grounded in and extending Basch's (2011) framework for prioritizing health conditions to reduce educational disparities, this paper synthesizes lessons learned and proposes a path forward for school-based trauma prevention and intervention. We identify three key opportunities: (1) expanding school-based trauma definitions to include chronic and identity-based stressors such as racialized trauma and immigration-related adversity; (2) leveraging comprehensive, school-wide frameworks to support infrastructure development, cross-sector partnerships, and sustainable implementation; and (3) elevating secondary traumatic stress as a core concern within trauma-informed systems.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Schools can use public health-oriented frameworks to align trauma-informed practices with equity goals. Key actions include conducting inclusive needs assessments, providing culturally responsive professional development, fostering cross-sector partnerships, and embedding policies that support educator wellness and prevent secondary traumatic stress.
CONCLUSIONS: By broadening definitions, centering equity, and supporting staff well-being, schools can create trauma-informed systems that are sustainable, responsive, and healing-centered.