20 Heidi Bragg, Ed.D. Recommendations Based on the findings of the current study, four key recommendations are offered to inform district decisions, guide educational leadership beyond the study site, and support future research in TIPD. Those findings are as follows: 1. Embed trauma-informed training in ongoing professional development. School districts should incorporate TIPD into regular professional development cycles rather than treating trauma- informed professional development as a one-time event. 2. Foster administrative support. Principals and district leaders must model trauma-informed leadership to ensure systemic alignment. 3. Prioritize relationship-based teaching. Building trusting relationships should be central to classroom management and instructional design. 4. Support teacher well-being. Future PD should include components addressing teacher secondary trauma, which is the indirect experience of or exposure to a traumatic event, and teacher self-care strategies. Conclusions The findings of the current study are more than just data points; instead, they are a call to action. As a school counselor and advocate for trauma-impacted students, the researcher believes deeply in the power of education to transform lives. The current study affirms what so many educators already feel in their hearts: our students are carrying invisible burdens that affect their ability to learn, connect, and thrive. Every child deserves to be taught by a teacher who understands trauma, recognizes its signs, and responds with compassion and consistency to those students affected by trauma. It is essential that every school, not just a few, commit to training all educators in trauma-informed practices. The current study’s findings can inform district-level decisions, reshape teacher preparation programs, and push the national conversation on trauma-informed education toward real, lasting change. In a time when schools are navigating the aftermath of a pandemic and a growing youth mental health crisis, the urgency to equip all educators with the tools to respond with empathy, structure, and traumainformed care has never been greater. All educators must ensure that every classroom is a place where students not only learn but also heal, grow, and feel truly seen. References Berliner, L., & Kolko, J. (2016). Trauma-informed care: A commentary and critique. Child Maltreatment, 18(3), 155–156. https://doi.org/10.1177/1077559516643785 Blodgett, C., & Dorado, J. (2016). A selected review of trauma-informed school practice and alignment with educational practice. https://tinyurl.com/2swvtsvn Child and Adolescent Health Measurement Initiative. (2020, June). Adverse childhood experiences: NSCH data brief. Health Resources and Services Administration, Maternal and Child Health Bureau. https://www.childhealthdata.org Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children’s lives, K–12k–5. Teachers College Press. Lubit, R., Rovine, D., Defrancisci, L., & Eth, S. (2003). Impact of trauma on children. Journal of Psychiatric Practice, 9(2), 128–138. https:// doi/10.1097/00131746-200303000-00004 Oehlberg, B. (2008). Trauma and loss: Research and interventions V8N2 Fall/Winter. http:// www.traumainformedcareproject.org/resources/ WhySchoolsNeedToBeTraumaInformed(2).pdf Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7–43. https://doi.org/10.1007/s12310-016-9175-2 Phifer, L. W., & Hull, R. (2016). Helping students heal: Observations of trauma-informed practices in the schools. School Mental Health, 8(1), 201– 205. https://doi.org/10.1007/s12310-016-9183-2 Rossen, E. A. (Ed.). (2020). Supporting and educating traumatized students: A guide for school-based
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