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Effects of trauma‐informed approaches in schools: A systematic review

Author

Listed:
  • Brandy R. Maynard
  • Anne Farina
  • Nathaniel A. Dell
  • Michael S. Kelly

Abstract

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Suggested Citation

  • Brandy R. Maynard & Anne Farina & Nathaniel A. Dell & Michael S. Kelly, 2019. "Effects of trauma‐informed approaches in schools: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 15(1-2), June.
    • Handle: RePEc:wly:camsys:v:15:y:2019:i:1-2:n:e1018
    DOI: 10.1002/cl2.1018
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    Cited by:

    1. Sun, Yihan & Tamblyn, Andrea & Morris, Heather & Boothby, Crystal & Skouteris, Helen & Blewitt, Claire, 2024. "Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis," Children and Youth Services Review, Elsevier, vol. 156(C).
    2. Mullins, Casey & Panlilio, Carlomagno C., 2023. "Adversity, engagement, and later achievement: The role of emotion regulation and parent-child relationship quality," Children and Youth Services Review, Elsevier, vol. 148(C).
    3. Avery, Julie & Deppeler, Joanne & Galvin, Emma & Skouteris, Helen & Crain de Galarce, Patricia & Morris, Heather, 2022. "Changing educational paradigms: Trauma-responsive relational practice, learnings from the USA for Australian schools," Children and Youth Services Review, Elsevier, vol. 138(C).
    4. Newton, Lise & Keane, Carol A. & Byrne, Mitchell K., 2024. "Trauma-informed programs in Australian schools: A systematic review of design, implementation and efficacy," Children and Youth Services Review, Elsevier, vol. 156(C).

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