ArticleThe Journal of school health2020
Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma.
Article in The Journal of school health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
What it found
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review of non-clinician trauma-based interventions for school-age youth.PloS one · 2024Pooled it
- School health services in Saudi Arabia in the absence of school nurses: a national cross-sectional assessment.BMC nursing · 2026Article
- Fortifying Physical and Psychological Wellbeing: Leveraging Capital for Resilience Against Racism and Adversity Across Racial Groups.Journal of racial and ethnic health disparities · 2025Article
- The Perniciousness and Promise of School-Based Mental Health Service Delivery for Youth.Research on child and adolescent psychopathology · 2025Review
- Application of a Model of Workforce Resilience to the Education Workforce: Expanding Opportunities for Support.School mental health · 2022Article
- Michigan Model for HealthPilot and feasibility studies · 2022Article
- "What Does it Mean to be Trauma-Informed?": A Mixed-Methods Study of a Trauma-Informed Community Initiative.Journal of child and family studies · 2022Article
- Health-Related Quality of Life (HRQoL) in Sarcoidosis: Diagnosis, Management, and Health Outcomes.Diagnostics (Basel, Switzerland) · 2021Review
- Every School Healthy: Policy, Research, and Action.The Journal of school health · 2020Article
- Implementation strategies for school-based universal prevention: A qualitative pilot study of Enhanced and standard Replicating Effective Programs.Implementation research and practiceArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs attention to the potential negative outcomes of childhood trauma has grown, so have calls for schools to take an active role in supporting students experiencing trauma. These calls extend beyond efforts initiated by individual schools to include those mandated by state law, which largely focus on teacher training and on screening for adversity.
methodsThis article explores the evidence base and limitations for current approaches in state law and explores how policies to address other student health, safety, and wellness issues can help either ameliorate or exacerbate students' experiences with trauma.
resultsFew trainings for nonclinical staff have rigorous evidence of effectiveness, and based on evidence of teacher trainings on other topics, cannot work in environments that do not actively reinforce and encourage the application of that knowledge. Trainings also largely do not acknowledge the structures and systems, including systemic racism within schools, that may contribute to disparate rates of adversity for black and American Indian and Alaskan Native children. Screening carries several risks, including confounding adversity with experiencing trauma, missing broader contextual adversity, and potentially retraumatizing children.
conclusionsState policymakers need to take a more holistic approach in creating policies to support students experiencing trauma.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.