Embedding trauma-informed practice within the education sector

Emily Berger, Karen Martin

Research output: Contribution to journalEditorial

Abstract

This commentary discusses the lack of evidence regarding trauma-informed practice in schools and the challenges caused by inconsistent definitions, lack of program integration and lack of school policies related to trauma-informed practice. These approaches are argued as being essential for greater uptake and sustained delivery of trauma-informed practice in schools.

Original languageEnglish
Number of pages5
JournalJournal of Community & Applied Social Psychology
DOIs
Publication statusE-pub ahead of print - 13 Dec 2020

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