Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

中文翻译：

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跨越两个十年的学校创伤知情实践：跨学科研究回顾

对童年创伤的关注和对创伤知情护理的需求促成了学校中与教学实践、学校氛围以及与创伤相关的在职和职前教师教育相关的新兴话语。然而，尽管创伤知情护理系统包括学校，但反映给这些受众的创伤知情教学和教师教育的实证工作还没有建立。这种跨学科概述和文献综合研究了学校中使用的干预措施，以确定用于在学校促进和实践创伤知情护理的主要框架，以及基于学校的支持对受创伤影响的青年的有效性，以确定对改变教学实践的影响。虽然多个学科使用不同的方法对学校的创伤知情实践进行研究，但教育工作者在这项工作中没有得到充分的审视。此外，教育研究人员最近开始对学校的创伤知情实践进行研究，因此，来自教育研究人员的研究占本综述的一小部分。通过研究工作，我们为更强大的跨学科研究议程提供了建议，其目的是改变教师的实践。