Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review

Autor/inn/en	Wassink - de Stigter, R.; Kooijmans, R.; Asselman, M. W.; Offerman, E. C. P.; Nelen, W.; Helmond, P.
Titel	Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review
Quelle	In: School Mental Health, 14 (2022) 3, S.470-484 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wassink - de Stigter, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-021-09496-w
Schlagwörter	Trauma; Schools; Program Implementation; Educational Practices; Professional Development; Stakeholders; Facilitators (Individuals); Barriers + Suchen Sie Ihr Suchwort? School; Schule; Bildungspraxis
Abstract	The impact of trauma on the development and educational performance of school children and the benefits of trauma-informed practices have become more evident to both scientists and educators. Creating an effective and sustainable trauma-informed approach in schools, however, proves to be a challenging, time-consuming and complex process. This scoping review examined facilitators and barriers in the implementation of school-wide trauma-informed approaches and school-based trauma-specific interventions by carrying out a thematic analysis and framework synthesis based on 57 sources. The NIRN implementation drivers framework was used to guide the discussion of the findings. Five main themes were established: professional development (competency driver), implementation planning (organizational driver), leadership support, engaging stakeholders (leadership driver) and buy-in. A synthesis of these five themes helps guide the implementation process of trauma-informed approaches in schools. Findings of this review stress the need for identification and concrete operationalization of key elements and activities of trauma-informed educational approaches. Related to this, more empirical research is needed on how and to what extent implementation factors affect implementation success and effectiveness of trauma-informed educational approaches, taking into account implementation fidelity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01