Trauma-Informed Schools: Implications for Special Education and School Counseling

Abstract

In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The Missouri Model for Trauma Informed Schools, an existing trauma-informed schools model, is used as a guide throughout the manuscript to highlight principles of TIC and explore the collaborative partnerships needed for TIC, particularly those between special education teachers and school counselors. Finally, indicators for TIC and resources for school personnel are provided.