“It Could Be Rose Colored Glasses”: Exploring the Degree to Which Administrators and Teachers Are Aligned in Perspectives on Implementing Trauma Informed Practices in Schools (TIPS)

There are many barriers that hinder schools’ ability to implement trauma informed practices in schools (TIPS). Higher congruence has been linked to better implementation outcomes in community settings but has rarely been studied in schools. The current project qualitatively evaluated the degree to which teachers and administrators were aligned in perspectives of TIPS implementation constructs. There was high congruence across perceptions of relational connections and culture, and less congruence around perceptions of communication. Implications for school leadership teams include considering how to build the necessary infrastructure to assess for and address areas of incongruence prior to implementing TIPS.