Howell, P. B., Thomas, S., Sweeney, D., & Vanderhaar, J. (2019). Moving beyond schedules, testing, and other duties as deemed necessary by the principal: The school counselor’s role in trauma-informed practices. Middle School Journal, 50(4), 26–34.
This article recognizes the significant need for schools to be sites for the delivery of trauma-informed practices. It reinforces the importance of school counselors in trauma-informed practices.
The National Child Traumatic Stress Network. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework.
This document presents a tiered approach to creating a trauma-informed school environment that addresses the needs of all students, staff, administrators, and families who might be at risk for experiencing the symptoms of traumatic stress.
The National Child Traumatic Stress Network. (2020, October 20). Using a framework for creating sustainable trauma-informed change in schools [Video].
This video provides viewpoints of teachers on how the framework for creating sustainable trauma-informed change in schools and collaboration with other teachers has helped them support students and reach out to families.
