Data_Sheet_2_Potential challenges and future implications for trauma-informed approaches in schools.docx

Adverse childhood experiences (ACEs) refer to a collection of traumatic life events that can derail future development, impact physical/mental health, and affect learning/behavior into adulthood. In the United States, it is estimated that two-thirds of children and teens will experience traumatic ACEs by the age of 16. Schools can represent one domain in a child’s life where trauma-informed approaches (TIAs) could be helpful to curtail effects of ACEs. This systematic review aimed to identify some positive commonalities/facilitators (e.g., drivers of change) among existing TIAs implemented in US schools. The secondary objectives aimed to evaluate the confidence of qualitative data using GRADE-CERQual and to highlight potential challenges/barriers associated with the implementation process of TIAs in schools. This manuscript presents a thorough overview of the current state of trauma-informed practices in US schools and concludes with a forward-thinking discussion on key implications for enhancing the field of education.

不良童年经历（ACEs）指的是一系列可能干扰未来成长、影响身心健康并影响成年后学习与行为的生活创伤事件。在美国，据估计，三分之二的儿童和青少年在16岁之前将经历创伤性ACEs。学校可以作为儿童生活中一个可能的领域，其中创伤意识方法（TIAs）可能有助于减轻ACEs的影响。本研究旨在识别美国学校中实施的一些积极的共同特征/促进因素（例如，变革的驱动因素）。次要目标旨在使用GRADE-CERQual评估定性数据的置信度，并突出与学校中TIAs实施过程相关的潜在挑战/障碍。本文全面概述了美国学校当前创伤意识实践的现状，并以对提升教育领域关键影响的前瞻性讨论作为结语。