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A Novel Evaluation of Trauma-Informed Practice Implementation in K-12 Education

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Title: A Novel Evaluation of Trauma-Informed Practice Implementation in K-12 Education
Language: English
Authors: Mary Jo Hedrick, Becky Haas, Tess Ann Simpson, Andrea D. Clements, Wallace E. Dixon
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Trauma Informed Approach, Early Experience, Child Abuse, Child Neglect, Training, School Personnel, Student Behavior, Rural Schools, Discipline Problems, Program Effectiveness, Elementary Schools, Middle Schools, High Schools
Geographic Terms: Virginia
DOI: 10.1007/s44217-025-00808-9
ISSN: 2731-5525
Abstract: Background: The school system is one of many possible protective factors that prevent or mitigate the effects of adverse childhood experiences (ACEs), which are events that occur before the age of 18 that may be traumatic, such as abuse, neglect, and household dysfunction. Training school personnel in trauma-informed practice (TIP) should decrease ACEs and buffer against the impact of ACEs. Objective: We hypothesized that training all school system employees would change disciplinary actions in response to student behavior incidents in a rural south-central Appalachian school system. Methods: TIP training took place in Spring 2019 for all principals, assistant principals, and general administrative staff in a south-central Appalachian school system. All teachers were trained in Summer. Routinely collected student behavior incident and staff disciplinary response data were compared for the falls before (Fall 2018) and following (Fall 2019) TIP training. Results: There were 615 and 617 behavioral incidents and disciplinary actions in fall 2018 and fall 2019, respectively. The Chi-Square Test for Independence found no change in student behavior incidents between fall 2018 and fall 2019, X[superscript 2] (10, n = 1232) = 16.035, p = 0.099, Cramer's V = 0.114, but did find differences in disciplinary actions, X[superscript 2] (6, n = 1232) = 44.485, p < 0.001. Cramer's V = 0.190. Graphs of frequencies and examination of showed differences in "removed at teacher's request" and "other." The frequencies of students being given "detention", "in-school suspension", and "out of school suspension" were lower in 2019 than in 2018, but the difference was not statistically significant. Conclusions: These findings could be evidence of change in teacher responses to misbehavior due to TIP training, but further study is needed to confirm this.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492086
Database: ERIC
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  Data: A Novel Evaluation of Trauma-Informed Practice Implementation in K-12 Education
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s44217-025-00808-9
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  Data: Background: The school system is one of many possible protective factors that prevent or mitigate the effects of adverse childhood experiences (ACEs), which are events that occur before the age of 18 that may be traumatic, such as abuse, neglect, and household dysfunction. Training school personnel in trauma-informed practice (TIP) should decrease ACEs and buffer against the impact of ACEs. Objective: We hypothesized that training all school system employees would change disciplinary actions in response to student behavior incidents in a rural south-central Appalachian school system. Methods: TIP training took place in Spring 2019 for all principals, assistant principals, and general administrative staff in a south-central Appalachian school system. All teachers were trained in Summer. Routinely collected student behavior incident and staff disciplinary response data were compared for the falls before (Fall 2018) and following (Fall 2019) TIP training. Results: There were 615 and 617 behavioral incidents and disciplinary actions in fall 2018 and fall 2019, respectively. The Chi-Square Test for Independence found no change in student behavior incidents between fall 2018 and fall 2019, X[superscript 2] (10, n = 1232) = 16.035, p = 0.099, Cramer&#39;s V = 0.114, but did find differences in disciplinary actions, X[superscript 2] (6, n = 1232) = 44.485, p &lt; 0.001. Cramer&#39;s V = 0.190. Graphs of frequencies and examination of showed differences in &quot;removed at teacher&#39;s request&quot; and &quot;other.&quot; The frequencies of students being given &quot;detention&quot;, &quot;in-school suspension&quot;, and &quot;out of school suspension&quot; were lower in 2019 than in 2018, but the difference was not statistically significant. Conclusions: These findings could be evidence of change in teacher responses to misbehavior due to TIP training, but further study is needed to confirm this.
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        Value: 10.1007/s44217-025-00808-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Early Experience
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      – SubjectFull: Child Abuse
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Elementary Schools
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      – SubjectFull: High Schools
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      – SubjectFull: Virginia
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