UCLA

This dissertation explored the concept of trauma-informed schools from the perspective of social workers, providing insights into the practices, policies, and climate of trauma-informed schools. Three studies address the limited empirical research on whole-school, trauma-informed approaches to date. While there is existing support for individual components of trauma-informed approaches, such as trauma training and clinical interventions, there is a lack of consensus and empirical study of what constitutes a whole-school, trauma-informed approach. In Studies 1 and 2 of this dissertation, survey data from 538 school social workers was analyzed to investigate policies, practices, and climate characteristics associated with schools being identified as trauma informed. Logistic regression was used to examine whether the presence of certain school practices, policies, or climate characteristics were associated with trauma-informed identification by social workers. In Study 1, we found the presence of trauma training and resources for secondary traumatic stress (STS) were key predictors of social workers’ identification of a school as trauma informed. There is now a need to move beyond training and STS resources toward adapting practices and policies at all organizational levels to support a trauma-informed environment. In Study 2, we found that social workers perceived clear differences in culture and climate between schools they identified as trauma informed and those they did not. Schools that were perceived as safer; with a strengths-based, equitable focus; and featuring trusting, empowering, collaborative relationships were more likely to be identified as trauma informed. For Study 3, we conducted in-depth, semi-structured interviews with 20 school social workers who had previously completed the survey used in Studies 1 and 2. Study 3 revealed that social workers viewed trauma-informed schools as a holistic, systemic process that goes beyond trauma training or mental health services. They emphasized the importance of a trauma-informed lens permeating all aspects of a school’s organization and activities. The findings from these studies have implications for social work practice and research, highlighting the need for social workers to play a role in driving institutional change, addressing systemic inequities, and leveraging their skills to implement and sustain trauma-informed approaches in schools.