Organizational Predictors of Trauma-Informed Practices in Comprehensive School Counseling Programs

In the present study, we examined several variables related to school counselors working with students who experienced traumas. We studied the prevalence of traumas reported by students and by school characteristics, school counselors’ trainings on trauma-informed practices, and the relationships between organizational predictors and school counselors’ perceived trauma-informed practices in their schools. Participants were 278 practicing school counselors. Highlights of the various findings included: school counselors, on average, worked with students who reported 11 types of traumas, several trauma types were more- or less-often reported by students based upon the organizational variables of school district type and grade levels, and the majority (84.5%) of the sample received at least one trauma-informed training since graduate school. Perceived trauma-informed practices of school counselors in their schools were measured using the Trauma-Informed Practice Scales – School Counseling Programs. Of the organizational variables studied (Title 1 schools, district type, grade level, school counselor-to-student ratios, and implementation of comprehensive school counseling programs), the multiple linear regression analysis revealed a statistically significant and positive relationship between increased implementation of comprehensive school counseling programs and increased perceived trauma-informed practices, which was a medium effect size. Implications for the school counseling profession are discussed.