Integrating Trauma-Informedness within a Multi-Tiered System of Support: The Critical Role of Administrators
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| Title: | Integrating Trauma-Informedness within a Multi-Tiered System of Support: The Critical Role of Administrators |
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| Language: | English |
| Authors: | Lindsay Dietrich Wolf, Maria B. Scuichetti |
| Source: | Journal of Educational Leadership and Policy Studies. 2024 8(1). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Administrators, Trauma Informed Approach, Multi Tiered Systems of Support, Intervention, At Risk Students, Educational Development, Administrator Role, Administrator Responsibility |
| ISSN: | 2473-2826 |
| Abstract: | Meeting the needs of students in schools has been challenging for many years. Consequently, some schools have responded with comprehensive, multi-tiered intervention systems (e.g., MTSS) aimed at addressing students' academic, behavioral, and social-emotional needs. However, most educators have a rudimentary understanding of these systems and the impact of trauma and traumatic experiences on students' response to interventions. Currently, there is limited research on how building level-administrators integrate trauma-informedness into these tiered systems. This conceptual article outlines the importance of administrators' perception, understanding, and implementation of using a trauma-informed lens in educational decision making, specifically regarding MTSS implementation. This article presents an overview of the literature and an approach to trauma-informed approach that administrators can utilize when making educational decisions, specifically within multi-tiered systems of intervention and student supports. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430927 |
| Database: | ERIC |
| Abstract: | Meeting the needs of students in schools has been challenging for many years. Consequently, some schools have responded with comprehensive, multi-tiered intervention systems (e.g., MTSS) aimed at addressing students' academic, behavioral, and social-emotional needs. However, most educators have a rudimentary understanding of these systems and the impact of trauma and traumatic experiences on students' response to interventions. Currently, there is limited research on how building level-administrators integrate trauma-informedness into these tiered systems. This conceptual article outlines the importance of administrators' perception, understanding, and implementation of using a trauma-informed lens in educational decision making, specifically regarding MTSS implementation. This article presents an overview of the literature and an approach to trauma-informed approach that administrators can utilize when making educational decisions, specifically within multi-tiered systems of intervention and student supports. |
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| ISSN: | 2473-2826 |
