Abstract
Trauma-exposed, female students experience distinct challenges that impact their academic well-being. This study qualitatively explores female students’ school experiences from two high school settings—one trauma-informed school and one comparison school that did not utilize a trauma-informed approach. This study examines how students describe emotional experiences in their academic environment and suggestions for school improvement; as well as how their descriptions differ from comparison school students. Trauma-informed school participants experienced their education environment as emotionally supportive, but were triggered by other students. They also suggest that teachers recognize their unique circumstances, but describe stronger connections to school staff than students at the non-trauma-informed school. Implications are addressed.
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