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 language | English |
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Number of pages | 5 |
Journal | Journal of Community & Applied Social Psychology |
DOIs | |
Publication status | E-pub ahead of print - 13 Dec 2020 |