| Title: |
Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review |
| Language: |
English |
| Authors: |
Wassink - de Stigter, R. (ORCID 0000-0002-6889-9329); Kooijmans, R.; Asselman, M. W.; Offerman, E. C. P.; Nelen, W.; Helmond, P. |
| Source: |
School Mental Health. Sep 2022 14(3):470-484. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Trauma; Schools; Program Implementation; Educational Practices; Professional Development; Stakeholders; Facilitators (Individuals); Barriers |
| DOI: |
10.1007/s12310-021-09496-w |
| ISSN: |
1866-2625; 1866-2633 |
| Abstract: |
The impact of trauma on the development and educational performance of school children and the benefits of trauma-informed practices have become more evident to both scientists and educators. Creating an effective and sustainable trauma-informed approach in schools, however, proves to be a challenging, time-consuming and complex process. This scoping review examined facilitators and barriers in the implementation of school-wide trauma-informed approaches and school-based trauma-specific interventions by carrying out a thematic analysis and framework synthesis based on 57 sources. The NIRN implementation drivers framework was used to guide the discussion of the findings. Five main themes were established: professional development (competency driver), implementation planning (organizational driver), leadership support, engaging stakeholders (leadership driver) and buy-in. A synthesis of these five themes helps guide the implementation process of trauma-informed approaches in schools. Findings of this review stress the need for identification and concrete operationalization of key elements and activities of trauma-informed educational approaches. Related to this, more empirical research is needed on how and to what extent implementation factors affect implementation success and effectiveness of trauma-informed educational approaches, taking into account implementation fidelity. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1346179 |
| Database: |
ERIC |