Abstract
The purpose of this study was to examine faculty, staff, and administrative perceptions regarding implementation of trauma-informed care (TIC) in a small suburban school district. All employees of the district were invited to participate, with 91 submitting completed surveys. Participants completed the ARTIC-35 to measure perceptions of TIC. While no significant differences were found for the total or subscale scores, findings indicated the staff, as a whole, had positive perceptions of the program. Based on these findings, it appears that professional development before and during the program helped staff become more responsive to students who had experienced trauma.
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