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Integrating Trauma-Informedness within a Multi-Tiered System of Support: The Critical Role of Administrators

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Bibliographic Details
Title: Integrating Trauma-Informedness within a Multi-Tiered System of Support: The Critical Role of Administrators
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
FullText Text:
  Availability: 0
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  Data: Integrating Trauma-Informedness within a Multi-Tiered System of Support: The Critical Role of Administrators
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Dietrich+Wolf%22">Lindsay Dietrich Wolf</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+B%2E+Scuichetti%22">Maria B. Scuichetti</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Leadership+and+Policy+Studies%22"><i>Journal of Educational Leadership and Policy Studies</i></searchLink>. 2024 8(1).
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  Data: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
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  Data: 13
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Responsibility%22">Administrator Responsibility</searchLink>
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  Data: 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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  Data: 2024
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      – Text: English
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    Subjects:
      – SubjectFull: Administrators
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Intervention
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      – SubjectFull: At Risk Students
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      – SubjectFull: Educational Development
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      – SubjectFull: Administrator Role
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