Moving from Blueprint to Implementation of Trauma-Informed Service Delivery in Two Schools: A Quasi-Experimental Intervention Study

Schools are an accessible place for children to engage with trauma-informed services. No studies have shown the effect of trauma-informed training on observable teacher behavior change. The purpose of the current paper is to report: 1) a Tiered model of trauma-informed schools, 2) preliminary data on teacher behavior change following trauma training, 3) data on student improvements in mental health following Tier 2 intervention, and 4) lessons learned implementing trauma-informed practices. Staff who participated in Tier 1 interventions made significant improvements in their interaction patterns with children. Children in Tier 2 intervention improved on measures of posttraumatic stress. Individuals attempting to facilitate trauma-informed practices must engage in a period of thoughtful planning with key stakeholders to ensure effective systems change.