Primary School Impactful Circumstances

Systematic Review of School-Wide Trauma-Informed Approaches

Julie C. Avery, Heather Morris, Emma Galvin, Marie Misso, Melissa Savaglio, Helen Skouteris

Systematic review of trauma-informed school models for ages 6 to 18. It found promising practices but mixed evidence quality. Teachers can focus on predictable routines, staff training, student voice, and relationship-based support while using evidence carefully.

Effects of Trauma‐Informed Approaches in Schools: A Systematic Review

H. R. Maynard, M. E. Farina, K. M. Dell, J. A. Kelly

Systematic review of evaluated school trauma-informed programs. Few rigorous studies were found, and results were limited. Teachers can still use core ideas like safety, trust, and consistent responses, while knowing strong evidence is still developing.

Trauma-Informed schools: Child Disaster Exposure, Community Violence and Somatic Symptoms

Betty S. Lai, Melissa C. Osborne, NaeHyung Lee, Shannon Self-Brown, Ann-Margaret Esnard, Mary Lou Kelley

Observational school study after trauma exposure. Children with disaster and violence exposure showed important physical and stress symptoms. Teachers can watch for body complaints, not just behavior, and connect students with school mental health support early.

Helping Children Cope with Loss: Legacy Interventions for the Grieving Classroom

Annie Lawrence, Maile Jones, Jessika Boles

Practice-focused review for school settings. It explains grief reactions and classroom legacy activities that help children remember and cope. Teachers can use safe discussion, memory projects, and flexible support after a death or major loss.

Bereavement in childhood

Dora Black

Clinical review of child bereavement research. It found many children recover, but some have lasting emotional and school difficulties. Teachers can provide steady support, notice learning changes, and give children chances to talk with trusted adults.