CURRENT RESEARCH
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A Call for Trauma-Informed Practice in Educational Settings
Trauma refers to the emotional result of distressing life events (CAMH, 2023; De Bellis et al., 1999).
It can hinder relationship formation, impede brain development, and lead to adverse behaviors (ECS, 2020).
Childhood trauma, or Adverse Childhood Experiences (ACEs), has long-lasting effects that persist into adulthood, such as addiction and chronic health conditions (Dye, 2018; Felitti, 2019; Putnam, 2006).
This prompts the exploration of alternative measures, such as integrating trauma-informed practices (TIP) into educational policies.
RESEARCH QUESTIONS:
RESEARCH QUESTIONS:
- How many TIP-related laws were proposed and passed in 2022?
- Is overall state party affiliation related to TIP-related proposals and laws?
- If such a pattern exists, what are the implications for policy-making and how does this inform future legislative efforts?
RESULTS:
Out of 313 proposals, 93 (30%) were passed into laws.
Out of 44 states, 28 (64%) had passed laws.
There was a significant difference in the majority political party affiliation of the state in which laws were passed (x²(1, N = 93) = 275.62, p < 0.01).
Findings underscore three key reasons for federal intervention:
Low state representation and engagement in general for TIP in schools
Overall lack of federal engagement in trauma-informed practices in school settings
There is a necessity for a collective approach, regardless of political affiliation
A federal TIP policy could address the rising trauma levels among students, potentially exacerbated by events like COVID-19, and particularly affecting those from low-income and minority backgrounds.
A federal TIP policy could address the rising trauma levels among students, potentially exacerbated by events like COVID-19, and particularly affecting those from low-income and minority backgrounds.
It is imperative for educators, policymakers, and practitioners to embed trauma-informed practices within institutions to help students reach their full potential.
It is imperative for educators, policymakers, and practitioners to embed trauma-informed practices within institutions to help students reach their full potential.
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