Abstract
Trauma-informed schools are deeply responsive to the trauma experiences of students and address their primary need for safety and connection as a foundation for emotional, social, and cognitive wellbeing. Trauma-informed schools have systems in place that provide trauma awareness, knowledge, and skills as part of their school culture, practices, and policies. This article draws on a literature base to explore what it means to be trauma-informed and shows ways that schools can play a key role in addressing the effects of traumatic stress on students.
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