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Examining Trauma-Informed Professional Development in Schools: A Systematic Narrative Review Highlighting Culturally Responsive, Antiracist, and Equitable Content

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Title: Examining Trauma-Informed Professional Development in Schools: A Systematic Narrative Review Highlighting Culturally Responsive, Antiracist, and Equitable Content
Language: English
Authors: Jerica Knox (ORCID 0000-0001-7686-7856), Tamara K. Lawson, Mayra Gaona, Julianna Casella
Source: School Psychology. 2026 41(3):270-281.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Trauma Informed Approach, Faculty Development, Culturally Relevant Education, Equal Education, Elementary Secondary Education, Educational Trends
DOI: 10.1037/spq0000714
ISSN: 2578-4218
2578-4226
Abstract: Trauma-informed professional development (PD) equips educators with the knowledge and skills to support students affected by trauma while fostering safe and inclusive school environments. However, the variability in trauma-informed PD design, delivery, and outcomes, as well as the inconsistent integration of culturally responsive, antiracist, and equitable (CARE) content, raises questions about its capacity to prevent and address trauma effectively. In this systematic narrative review, 24 peer-reviewed studies were synthesized to examine trauma-informed PD in U.S. K-12 schools and highlight the presence and depth of CARE content in each PD. The findings of this review indicate significant variability in trauma-informed PD characteristics and inconsistent integration of CARE content. These findings underscore the need for more standardized approaches to trauma-informed PD that embed CARE content comprehensively and address the systemic and cultural dimensions of trauma.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507945
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jerica+Knox%22">Jerica Knox</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7686-7856">0000-0001-7686-7856</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tamara+K%2E+Lawson%22">Tamara K. Lawson</searchLink><br /><searchLink fieldCode="AR" term="%22Mayra+Gaona%22">Mayra Gaona</searchLink><br /><searchLink fieldCode="AR" term="%22Julianna+Casella%22">Julianna Casella</searchLink>
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Trauma-informed professional development (PD) equips educators with the knowledge and skills to support students affected by trauma while fostering safe and inclusive school environments. However, the variability in trauma-informed PD design, delivery, and outcomes, as well as the inconsistent integration of culturally responsive, antiracist, and equitable (CARE) content, raises questions about its capacity to prevent and address trauma effectively. In this systematic narrative review, 24 peer-reviewed studies were synthesized to examine trauma-informed PD in U.S. K-12 schools and highlight the presence and depth of CARE content in each PD. The findings of this review indicate significant variability in trauma-informed PD characteristics and inconsistent integration of CARE content. These findings underscore the need for more standardized approaches to trauma-informed PD that embed CARE content comprehensively and address the systemic and cultural dimensions of trauma.
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