Movements toward trauma-informed approaches in K12 education settings represent a critical example of how research on adverse childhood experiences (ACEs) has been translated into policy and practice. The proliferation of attention to research on the impact of childhood trauma has increased awareness of the connections between student life experiences and educational outcomes. However, the overall body of research on the translation into K12 education settings is nascent, with the past decade of work characterized by focus on increasing school staff awareness and intervention specific to those students exhibiting trauma symptoms. Work is just beginning to translate this knowledge to a system approach, meaning integrating multiple intersecting components to trauma-informed care in school policies and practices across tiers of service delivery. In this article, we summarize ACE research with focus on manifestation in K12 education research and practice to date, and describe gaps that have emerged in this translation. Finally, directions for future school-based work are explored toward integration of trauma-informed care with whole child, culturally responsive, and healing-centered approach.

在K12教育环境中朝着创伤知情的方向发展，是如何将不良儿童经历（ACE）研究转化为政策和实践的一个重要例子。对儿童期创伤影响的研究的关注度增强了对学生生活经历与教育成果之间联系的认识。然而，将K12教育环境翻译的整体研究尚处于起步阶段，在过去的十年中，工作的重点是提高学校工作人员的意识以及针对那些表现出创伤症状的学生进行干预。正在将这种知识转化为系统方法的工作才刚刚开始，这意味着在服务提供各个层级的学校政策和实践中，将多个相交的组件集成到创伤知情的护理中。在本文中，我们总结了ACE研究，重点是迄今为止在K12教育研究和实践中的体现，并描述了此翻译中出现的空白。最后，探索了未来学校工作的方向，以将创伤知情的护理与整个孩子，文化响应和以康复为中心的方法相结合。