UCLA Center for the Transformation of Schools

Study’s Purpose:The MONARCH Room® model provides trauma-informed sensory processing spaces in schools as an alternative to punitive discipline. Students with histories of trauma—particularly foster-involved youth—are disproportionately suspended and expelled, yet most educators lack training to address their needs. This study examined the implementation of the MONARCH Room® in Los Angeles Unified School District (LAUSD) middle and high schools to understand its potential to reduce disciplinary actions and foster supportive school environments.

Research Methods:In partnership with Comprehensive Coordinated Early Intervening Services (CCEIS), the MONARCH Room® research team introduced the model in 12 LAUSD schools. School staff (“Champions”) completed baseline surveys (n=116) assessing trauma-informed knowledge and school climate. Champions also participated in training modules and two rounds of focus groups (n=62 total) between September 2023 and February 2024 to explore successes and challenges in implementation.

Key Findings:Champions expressed strong support for trauma-informed care but faced barriers including limited staff training opportunities, difficulty securing space, competing responsibilities, mixed teacher reactions, and funding challenges. Despite these obstacles, several positive outcomes emerged: students demonstrated improved emotional self-regulation, some schools reported fewer disciplinary referrals, and staff increasingly shifted from punitive practices toward supportive approaches. Champions also noted increased collaboration and buy-in over time.

Conclusion:The MONARCH Room® shows promise as a trauma-informed intervention that can improve student regulation, reduce punitive discipline, and build staff collaboration. Addressing implementation challenges—especially training, space, and funding—will be critical for sustaining the model and maximizing its potential to support vulnerable students.