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![]() Trauma‐informed approaches include programs, organizations, or systems that realize the impact of trauma, recognize the symptoms of trauma, respond by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization. This aim of this review was to assess trauma‐informed approaches in schools on trauma symptoms/mental health, academic performance, behavior, and socioemotional functioning. ![]() Adopting a trauma‐informed approach in a complex system such as a school building or district is a time consuming and potentially costly endeavor and thus it is important to assess the effects of this approach to inform policy and practice. While the intent of creating trauma‐informed approaches in schools is a noble one, relatively little is known about the benefits, costs, and how trauma‐informed approaches are being defined and evaluated (Berliner & Kolko, 2016). Given the growing research on trauma and increased knowledge about the prevalence, consequences and costs associated with trauma, there have been increased efforts at the local, state and federal levels to make systems “trauma‐informed” (Lang, Campbell, & Vanerploeg, 2015). Exposure to different types of trauma have been associated with varying types and complexity of adverse outcomes, including adverse effects on cognitive functioning, attention, memory, academic performance, and school‐related behaviors. ![]()
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