Efforts to Improve and Expand Implementation of Trauma-Responsive Schools: Findings from a Randomized Pilot of the Trauma Education to Advance Community Healing (TEACH) Program

The growing understanding of the deleterious effects of childhood trauma has led policymakers to encourage the integration of trauma-informed system approaches into educational settings. The National Childhood Traumatic Stress Network has created a framework that integrates trauma-responsive school policies, practices, and programs at each tier of the multitiered system of supports structure utilized by schools. However, research on the effectiveness of this integrated framework remains limited. The present study is a pilot hybrid implementation-effectiveness trial designed to assess the effectiveness of the Trauma Education to Advance Community Healing (TEACH) program, developed to support schools in fostering resilience and well-being for students, staff, and the school community through the creation of trauma-responsive environments. A total of 23 K-12 schools from urban, suburban, and rural communities in a midwestern state participated in the study. Two hundred seventeen school staff participated across the schools. Across both baseline and follow-up, 217 TEACH team members completed self-report surveys. Additionally, 22 principal interviews and four groups were conducted. Preliminary findings are promising, with high participant satisfaction with the program and improvements in staff preparedness, use of trauma-responsive practices, and schoolwide trauma responsiveness. Qualitative feedback from school administrators and team members shed light on implementation barriers and facilitators.