Creating Trauma-Informed Schools: Strategies and Practices

Neema Amani U.

Faculty of Business and Management Kampala International University Uganda

ABSTRACT

This paper examines the development and implementation of trauma-informed approaches within educational settings to address the growing mental health needs of students, particularly in the aftermath of the COVID-19 pandemic and increasing exposure to violence and adversity. Trauma-informed education acknowledges the profound impact of adverse childhood experiences (ACEs) on learning, behavior, and emotional development. Despite the proliferation of trauma-related training programs, many educators feel ill-equipped to apply these frameworks in daily classroom settings. The study identifies five core strategies to create trauma-sensitive classrooms: building strong relationships, understanding trauma’s impact, creating calming learning environments, differentiated instruction, and maintaining student engagement. It further examines institutional frameworks for Trauma-Informed Care (TIC), staff training, community collaboration, and systems of monitoring and evaluation. Through qualitative case studies, the paper highlights best practices and implementation challenges faced by schools adopting trauma-informed models. Recommendations are offered to bridge the gap between theory and classroom practice, ultimately advocating for systemic and sustainable change.

Keywords: Trauma-Informed Education, Adverse Childhood Experiences (ACEs), Mental Health in Schools, Trauma-Informed Practices, Social-Emotional Learning, Student Engagement, Teacher Training, School-Based Interventions.

CITE AS: Neema Amani U. (2025). Creating Trauma-Informed Schools: Strategies and Practices. IAA Journal of Arts and Humanities 12(1):90-96. https://doi.org/10.59298/IAAJAH/2025/1219096