Trauma-engaged practices performable by individual educators were implemented more than practices requiring school- or district-level coordination¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Component ratings ranged 3.11–4.02 on a 5-point scale; relationship building (mean 4.02) and skill instruction (mean 3.90) rated highest, while planning and coordination (3.11), support services (3.48), and policy considerations (3.49) rated lowest. → Boal 2025

Evidence¶

Boal 2025¶

Boal, A., McCullough, S., & Chin, A. (2025). Exploring implementation of trauma-engaged practices in Alaska schools (REL 2025–011). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/ncee/rel/Products/RWR/Publication/108318

q2 · i? · associational · r2

Descriptive analysis of 2022 survey component scales across 271 schools (figure 1) shows "relationship building (mean = 4.02, standard deviation = 0.60)" and skill instruction highest; lowest were planning and coordination (3.11), support services (3.48), and policy considerations (3.49).

"Average ratings were highest for implementation of components that individual educators could directly implement in their classrooms without a high level of coordination at the school or district level: relationship building (mean = 4.02, standard deviation = 0.60) and trauma-relevant skill instruction (mean = 3.90, standard deviation = 0.66"

Discussion¶

Related Claims¶

• Most Alaska schools surveyed demonstrated an emerging (middle) level of implementation of trauma-engaged practices — related
• Schools reporting higher awareness or use of Alaska's Trauma-Engaged Schools resources reported higher implementation of trauma-engaged practices — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related