Understanding and Implementing Trauma-informed Practice in Schools: An Evidence-based Guide

This book bridges the research-to-practice gap by providing clear, evidence-based strategies to enable and advance trauma-informed practices for teachers, school leaders, and student support professionals. Drawing on innovative research, the book explores key trauma-informed practice principles and their practical application. Core topics include a deep dive into the latest research about how trauma and stress impact children and young people in the education setting, including observable and invisible physical responses, relationships and attachment, learning and executive function, and interventions such as supportive policies, routine, music, and movement. Each chapter combines research insights with practical recommendations and real-world case studies, supporting educators in translating theory into effective practice. By explaining the what, why, and how of trauma-informed practices and policies in schools, the book makes the science and practice of trauma-informed education accessible, actionable, and meaningful. Comprehensive, evidence-informed, and deeply practical, this is an essential guide for school leaders, educators and preservice students committed to building safe, supportive, and trauma-responsive school communities.

Table of Contents:
List of Contributors Foreword 1. Introduction and Background 2. Anatomy of Trauma 3. Understanding Behavior Through a Trauma-Informed Lens: A Framework for Educators 4. Healing Connections: Addressing Interpersonal Trauma Through Belonging and Trauma-Informed Practice 5. Teachers, Burnout and Wellbeing 6. Designing School-Built Environments for Trauma-Informed Education 7. Systemic Harms Call for Systemic Healing: Trauma-informed Systems of Care for Black Students 8. Parents, Caregivers and School Trauma-Informed Practice 9. Trauma-informed Partnerships with Aboriginal and Torres Strait Islander Peoples 10. Effects of Music, Music Interventions and Trauma 11. Multi-disciplinary Partnering in School-Based Trauma-Informed Active Play 12. An Ecological Approach to Measurement: Trauma-Informed Schools 13. Conclusion and Future Directions Index

About the Author :
Emily Berger (she/her), PhD, MAPS, FCEDP, is an Associate Professor and Registered Psychologist with the School of Educational Psychology and Counselling, Monash University, Australia. She is also an adjunct Associate Professor with the School of Rural Health and Monash Gender and Family Violence Prevention Centre, Monash University. Associate Professor Berger is a nationally and internationally recognized trauma-informed researcher. Her research focuses on transforming organizations and schools to incorporate trauma-informed practice. Shantel D. Crosby (she/her), PhD, LCSW, is an Associate Professor in the School of Social Work and Family Science at the University of Louisville, US. She is also a clinical therapist, with experience working with youth and adults from marginalized backgrounds. Her research focuses on trauma and racial trauma among racial/ethnic minority youth, and equity-centred, trauma-informed practice in schools and organizations. Karen E. Martin (she/her), PhD, is an adjunct Professor in the School of Health and Clinical Sciences at The University of Western Australia and the School of Education at the University of Tasmania, Australia. With health research experience spanning three decades, Professor Martin is driven by her passion to help create socially-just and compassionate environments for children and young people. Supported by a dedicated team of colleagues and university students, Professor Martin led the creation and publishing of the International Trauma-Informed Practice Principles for Schools (ITIPPS) and the Thoughtful Schools Program.