First Advisor

Lee Anna Knox

Date of Award

Winter 3-2024

Document Type


Degree Name

Bachelor of Science (B.S.) in Psychology and University Honors






Trauma-informed care, Trauma-informed schools, academic achievement, adverse childhood experiences, teacher burnout, social-emotional learning


Trauma-informed approaches in public schools have emerged as a promising strategy to address students' social-emotional well-being and academic success impacted by adverse childhood experiences (ACEs). This paper explores the necessity and effectiveness of trauma-informed practices within educational settings. Adverse childhood experiences encompass a range of traumatic events that profoundly affect children's development, behaviors, and academic performance. Despite the prevalence of ACEs, traditional disciplinary practices often fail to address the underlying issues, leading to further challenges for students. This literature review examines three trauma-informed programs: HEARTS, TIES, and STRIVE, each offering strategies to support students and educators. Results from these programs demonstrate significant improvements in staff knowledge, student engagement, and emotional support. However, limitations such as small sample sizes and retrospective data collection underscore the need for further research. Future studies should explore the long-term impact of trauma-informed approaches on students' academic achievement along with teacher and student emotional well-being. By cultivating safe, supportive environments and equipping educators with the necessary tools, trauma-informed schools hold promise in mitigating the effects of trauma and promoting positive outcomes for all students.

Persistent Identifier