Building Trauma Informed School Systems: Training and Practice Uptake as Part of a Systemwide Initiative in an Urban School District

The current study used survey methods to examine initial feasibility and acceptability of a real-world, trauma-informed schools initiative across 15 urban schools and 617 school personnel and classroom teachers. Key indicators included uptake of online asynchronous trauma-informed skills training (TISE) and usage of specific trauma-informed practices by classroom teachers. Approximately 83% of all school personnel completed TISE. Examination of implementation factors revealed organizational health was positively associated with TISE completion, while burnout negatively predicted training completion. Among the subsample of teachers, 76% percent of teachers reported implementing community-building circles, 95% implemented warm and intentional greetings, and 87% implemented mindfulness. For teachers, perceived utility of the practice positively predicted teachers' implementation of all three skills. Access to practice-focused training at their school predicted community circles implementation, and TISE knowledge predicted intentional greeting implementation. Study results highlight the role of organizational culture, practical support, and usable practices in scaling trauma-informed schools initiatives.