Trauma-informed approaches in education
Educational and clinical practice change
Educational and clinical practice change
----------------------------------------

Educational or Clinical Practices concern the provision of student\-facing trauma\-informed clinical interventions and educational practices. This can include trauma\-informed teaching [pedagogy](/wiki/Pedagogy "Pedagogy") or [curriculum design](/wiki/Curriculum_design "Curriculum design"); or trauma\-specific clinical services such as trauma screening, mental health referrals, and multi\-tiered intervention practices.
Trauma\-informed teaching pedagogies acknowledge the cognitive, and learning consequences of trauma exposure, not limited to difficulties with attention, information processing, memory, and behavior dysregulation. Thus a trauma\-informed approach to teaching adopts learning practices and classroom design that align with trauma\-informed core areas (e.g., ensuring safety, trustworthiness \& transparency, peer support, collaboration \& mutuality, empowerment \& choice, and attention to cultural, historical, \& gender issues). A review of existing trauma\-informed teaching pedagogies have two primary focal points: repairing dysregulated responses to traumatic stress, and fostering strong student\-teacher relationships to support healthy student attachment styles. Examples of practices used to support students in developing appropriate responses to stress, and building healthy attachment capacities include: establishment of clear and consistent classroom expectations, self\-regulation strategies (e.g., mindfulness techniques), classroom regulation strategies (e.g., "brain breaks"), academic accommodations (e.g., extended assignment time or individualized academic supports), and encouraging student input for class structure, assignments, and course syllabus. By integrating trauma\-sensitive strategies, teachers can create an inclusive learning environment that supports the emotional and academic growth of all students.

### Multi\-tiered intervention systems

Multi\-tiered intervention systems support schools in providing clinical services to students impacted by trauma with varying levels of need (Tier 1, Tier 2, and Tier 3\). They are used in most trauma\-informed educational approaches.

Tier 1 Practices refer to whole school or classroom interventions that strengthen students emotional and social skills and aim to prevent development of clinically severe trauma. Common Tier 1 practices are trauma psychoeducation, social emotional learning interventions (i.e., emotion regulation techniques, healthy coping mechanisms, social skills development), and Positive Behavior Implementation and Support interventions.

Tier 2 Practices are interventions or supports for students with demonstrated deficits in social/emotional/behavioral risk characteristics (e.g., elevated emotion dysregulation, attentional challenges, hyperactivity behaviors). These typically include aggression prevention interventions, relaxation interventions, play therapy, and intensive skill building (e.g. social skills, emotion regulation skills, and cognitive processing skills).

Tier 3 Practices refer to clinical treatments or interventions for students with indicated trauma problems or diagnosed mental health needs. These supports include individual psychotherapy with school\-based clinicians, and trauma focused evidence\-based therapies (e.g. Trauma\-Focused Cognitive Behavioral Therapy, Cognitive Behavioral Intervention for Trauma in Schools).


What types of interventions are included in trauma-informed teaching pedagogies?