Embedding trauma-informed practice within a school district

Abstract

A needs assessment is conducted within a school district in British Columbia to answer the research question, What do staff who work with youth in schools such as education assistants, administrators, counsellors, and clerical, know and need to know about embedding trauma-informed practice within a school district? Through a district-wide questionnaire and a focus group, three themes emerged. The first is that educators need to know how to better implement trauma-informed practice and restorative practices at the school and classroom level. The second is that staff need training on trauma-informed education; training needs to be inclusive of all staff who interact with students. Thirdly, although staff understand and value the importance of authentic student-staff relationships, they would benefit from training on how to support students with behaviour resulting from trauma, and the development of trauma-informed school behaviour policies.