Temkin, D., Harper, K., Stratford, B., Sacks, V., Rodriguez, Y., & Bartlett, J. D. (2020). Moving policy toward a whole school, whole community, whole child approach to support children who have experienced trauma. Journal of School Health, 90(12), 940–947. https://doi.org/10.1111/josh.12957 This study addresses a policy perspective and offers an insightful critique of the challenges schools face in creating trauma-sensitive schools. It also draws a connection to Whole Child Pedagogy.
Dyson, B., Howley, D., Shen, Y., & Baek, S. (2021). Educators’ experiences of establishing social and emotional learning pedagogies in an elementary school with at-risk students. International Electronic Journal of Elementary Education, 13(5), 625–638. This study adds the Social-Emotional Learning (SEL) and Restorative Practices as ancillary supports for schoolwide approaches to a Trauma-informed pedagogy and examines teacher perceptions.
Hulvershorn, K., & Mulholland, S. (2018). Restorative practices and the integration of social emotional learning as a path to positive school climates. Journal of Research in Innovative Teaching & Learning, 11(1), 110–123. https://doi.org/10.1108/JRIT-08-2017-0015 This study helps draw connections between Restorative Practices and Social-Emotional Learning, two key concepts that assist in developing a positive school climate and helping students with trauma.