Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Interviewees reported district and school leadership prioritization, school staff buy-in, community support, and investments in support staff, training, community and family partnerships, and funding as key facilitators of implementation. → 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

q1 · i? · qualitative · r?

Qualitative analysis of fall 2023 interviews with 36 district leaders, school leaders, teachers, and support staff, plus survey facilitator items. "Having school counselors and other support staff available" was seen as vital by 64 percent; leadership prioritization, staff buy-in (53 percent), training (64 percent), partnerships (61 percent), and funding (31 percent) were also cited.

"Having school counselors and other support staff available to drive and encourage trauma-engaged practices was viewed as vital by nearly two-thirds of interviewees (64 percent), particularly district leaders (100 percent) and school leaders (78 percent)."

Discussion¶

Related Claims¶

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