School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.

学校领导的经历和对学生家庭暴力经历和创伤知情学校干预的看法被忽视了。这项半结构化的定性研究旨在调查学校领导对遭受家庭暴力的学生的看法的三个方面：1）学校领导与这些学生打交道的经验；2) 与管理这些学生相关的障碍和优势；3) 学校领导提出的克服学校中与此问题相关的任何障碍的建议。对 15 位学校领导的访谈采用主题分析法进行分析。学校领导被发现有助于影响围绕学生遭受家庭暴力的学校文化和支持系统。然而，学校领导就为遭受家庭暴力的学生提供的资源是否充足提供了不同的报告。学校领导提出的建议包括对学校教职员工进行更多针对家庭暴力的培训，以及对有家庭暴力亲身经历的教职员工更敏感的培训提供方法。学校领导对教师，尤其是经验不足的教师，对他们帮助揭露家庭暴力的学生的知识和技能表示了极大的关注。