Extensive research on traumatic life experiences reveals how healthy development can be derailed and brain architecture altered by excessive or prolonged activation of the body’s stress response, impacting health, mental health, learning, behavior and relationships. Schools offer a unique environment to prevent and counter the impacts of childhood trauma. This study aimed to investigate empirical evidence for school-wide trauma-informed approaches that met at least two of the three essential elements of trauma-informed systems defined by SAMSHA (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Rockville: Substance Abuse and Mental Health Services Administration. https://store.samhsa.gov/shin/content/SMA14-4884.pdf) and consider commonalities in approaches, drivers of change, challenges and learnings related to implementation, sustainability and outcomes for students. A systematic review searching foremost databases was conducted for evidence of trauma-informed school-wide approaches used between 2008 and 2019. Four papers were identified, incorporating four school-wide approaches, The Healthy Environments and Response to Trauma in Schools (HEARTS) Model; The Heart of Teaching and Learning (HTL): Compassion, Resiliency, and Academic Success Model; The New Haven Trauma Coalition (NHTC) and The Trust-Based Relational Intervention. Although heterogeneous, the models shared core elements of trauma-informed staff training, organization-level changes and practice change, with most models utilizing student trauma-screening. Generalizability of the findings was low given the small number of studies, the mix of mainstream and specialist schools and high risk of bias. Given the limitations of research in this emergent but rapidly accelerating field, future research is urgently required to understand the interaction between core elements of a trauma-informed approach, teaching pedagogy and organizational factors that support the embedding, use and transferability of school-wide approaches.

对创伤性生活经历的广泛研究揭示了身体应激反应的过度或长期激活如何导致健康发展脱轨，大脑结构发生改变，从而影响健康、心理健康、学习、行为和人际关系。学校提供了一个独特的环境来预防和应对童年创伤的影响。本研究旨在调查全校创伤知情方法的经验证据，这些方法至少满足 SAMSHA (2014) 定义的创伤知情系统三个基本要素中的两个。 SAMHSA 的创伤概念和创伤知情方法指南。 HHS 出版物号 (SMA) 14-4884 。罗克维尔：药物滥用和心理健康服务管理局。 https://store.samhsa.gov/shin/content/SMA14-4884.pdf）并考虑与实施、可持续性和学生成果相关的方法、变革驱动因素、挑战和学习的共性。对最重要的数据库进行了系统性审查，以寻找 2008 年至 2019 年间使用的全校范围内创伤知情方法的证据。确定了四篇论文，其中纳入了四种全校范围的方法：学校健康环境和创伤反应（HEARTS）模型；教学的核心（HTL）：同情心、韧性和学业成功模式；纽黑文创伤联盟 (NHTC) 和基于信任的关系干预。尽管不同，这些模型共享创伤知情员工培训、组织层面的变革和实践变革的核心要素，大多数模型都利用学生创伤筛查。由于研究数量少、主流学校和专科学校混杂以及偏见风险高，研究结果的普遍性较低。 鉴于这一新兴但快速发展的领域的研究局限性，未来的研究迫切需要了解创伤知情方法的核心要素、教学法和支持全校方法嵌入、使用和可转移的组织因素之间的相互作用。