TRA-5500 v2

Herrenkohl, T.I., Hong, S., & Verbrugge, B. (2019). Trauma-informed programs based in schools: Linking concepts to practices and assessing evidence. American Journal of Community Psychology, 64(3-4), 373-388.
This article focuses on the trend of better-understanding children who have or are currently experiencing stress, adversity, and trauma in their life. Educators are seeking better ways to understand these students and being able to respond to their needs. School-based programs are examined through both school-wide initiatives and classroom-based initiatives. The benefits and challenges of programs are addressed as well as best practices.

Raja, S., Rabinowitz, E. P., & Gray, M. J. (2021). Universal screening and trauma-informed care: current concerns and future directions. Families, Systems, & Health. https://doi.org/10.1037/fsh0000585
What should we do once we screen students for trauma? Screening students is an effective way to understand the types of trauma existing in student populations; however, how those traumas are addressed is the idea that will combat and mitigate the trauma.

Folk, J. B., Kemp, K., Yurasek, A., Barr-Walker, J., & Tolou-Shams, M. (2021). Adverse childhood experiences among justice-involved youth: Data-driven recommendations for action using the sequential intercept model. American Psychologist, 76(2), 268–283. https://doi.org/10.1037/amp0000769.supp
Trauma is often present in the lives of juvenile offenders. This trauma can be an antecedent to the behaviors that lead students to enter the juvenile system. Having trauma-informed care systems in schools can help to stop the progression of students into the justice system; however, the juvenile justice system must also reform to help students avoid becoming a part of the cycle of recidivism.