Abstract
Mental health providers, particularly for specialties such as trauma care, are often scarce in rural areas. While mental health resources are few, trauma and other mental struggles are common in rural areas, perhaps more so than in urban spaces. As part of a trauma-informed stance, schools can be a touchstone for adults suffering from trauma while working in the school system and with limited outside resources. This manuscript will discuss the implications of various types of trauma in adults working in rural schools and offer concrete strategies to address education, treatment, and prevention through the goals of trauma-informed institutions, that is, promoting healing of trauma and avoiding re-traumatization when interacting within the institution and the principles of trauma-informed treatment: safety, connection, empowerment, and cultural responsiveness (SAMHSA, 2014).
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