Trauma-informed programs in Australian schools: A systematic review of design, implementation and efficacy

Abstract

There is growing awareness in Australia of the need for trauma-informed programs and the role schools can play in addressing trauma. However, Australian best-practice guidelines informing the development and implementation of trauma-informed programs are currently lacking. This systematic review aims to provide an overview of studies depicting and evaluating trauma-informed programs implemented in Australian schools, with particular focus on the programs’ theoretical foundations, design, implementation and efficacy. Four peer-reviewed articles published between 2014 and 2022 were identified. The overall quality of all studies was found to be adequate through the use of the Mixed Methods Appraisal Tool. All studies reported positive effects of the implemented trauma-informed programs. Contrary to prior research, this systematic review found similarities in the theoretical foundations, design, and implementation, indicating the use of a unified framework. Differences in the focus of staff training and program implementation were also found; however, variances in evaluation methods and lack of reported outcomes specific to design and implementation elements hindered comparisons and evaluations of program elements. While findings support the continued implementation of trauma-informed programs, a deeper understanding of program elements and how they may impact the efficacy of trauma-informed programs could lead to improved trauma-informed care in Australian schools.