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Exploring Implementation of Trauma-Engaged Practices in Alaska Schools. REL 2025-011

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Bibliographic Details
Title: Exploring Implementation of Trauma-Engaged Practices in Alaska Schools. REL 2025-011
Language: English
Authors: Ashley Boal (ORCID 0000-0002-1998-7007), Shannon McCullough (ORCID 0000-0001-9556-0841), Angela Chin (ORCID 0000-0003-4662-3679), Regional Educational Laboratory Northwest (ED/IES), National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), WestEd
Source: Regional Educational Laboratory Northwest. 2025.
Availability: Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Contract Number: 91990022C0009
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Trauma Informed Approach, Early Experience, Educational Practices, Curriculum Implementation, Educational Resources, Teachers, School Personnel, Administrators, Professional Development, Social Emotional Learning, Partnerships in Education
Geographic Terms: Alaska
Abstract: To help schools address the negative impacts of childhood trauma, Alaska released "Transforming Schools: A Framework for Trauma-Engaged Practice in Alaska" (Transforming Schools Framework) in 2019, as well as a suite of Trauma-Engaged Schools resources to support implementation of the framework. However, little was known about the extent to which schools used the framework and related resources or implemented practices consistent with the framework. This study sought to develop a better understanding of implementation of trauma-engaged practices in Alaska's schools. Using existing administrative and survey data gathered by the Alaska Department of Education and Early Development, this study found that Alaska schools' implementation of trauma-engaged practices varies, with most schools demonstrating an emerging level of implementation (the middle level of implementation relative to all study schools). Although most schools reported limited awareness or use of the Trauma-Engaged Schools resources, schools that reported higher awareness or use demonstrated a higher level of implementation. Most school characteristics did not vary by implementation level; however, a school's likelihood of being in the high implementation group increased as its percentage of students in foster care increased. For student outcomes a school's implementation level significantly predicted student ratings on two subscales of the state's School Climate and Connectedness Survey: the caring others scale for elementary school students and the cultural connectedness scale for secondary school students. Implementation level did not significantly predict the remaining student and staff outcomes examined in the study. Interviews with school leaders and educators highlighted the importance of buy-in and support in facilitating high implementation, as well as the value of investing in trauma-engaged practices by hiring support staff, providing training, allocating funding, and establishing partnerships. Interviews also provided actionable suggestions for improving the Transforming Schools Framework and resources to ensure that both are visible, are aligned to other initiatives, and provide concrete strategies for translating concepts into action in a school or classroom setting.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/rel/Products/Region/northwest/Publication/108318?
Entry Date: 2025
Accession Number: ED665871
Database: ERIC
Description
Abstract:To help schools address the negative impacts of childhood trauma, Alaska released "Transforming Schools: A Framework for Trauma-Engaged Practice in Alaska" (Transforming Schools Framework) in 2019, as well as a suite of Trauma-Engaged Schools resources to support implementation of the framework. However, little was known about the extent to which schools used the framework and related resources or implemented practices consistent with the framework. This study sought to develop a better understanding of implementation of trauma-engaged practices in Alaska's schools. Using existing administrative and survey data gathered by the Alaska Department of Education and Early Development, this study found that Alaska schools' implementation of trauma-engaged practices varies, with most schools demonstrating an emerging level of implementation (the middle level of implementation relative to all study schools). Although most schools reported limited awareness or use of the Trauma-Engaged Schools resources, schools that reported higher awareness or use demonstrated a higher level of implementation. Most school characteristics did not vary by implementation level; however, a school's likelihood of being in the high implementation group increased as its percentage of students in foster care increased. For student outcomes a school's implementation level significantly predicted student ratings on two subscales of the state's School Climate and Connectedness Survey: the caring others scale for elementary school students and the cultural connectedness scale for secondary school students. Implementation level did not significantly predict the remaining student and staff outcomes examined in the study. Interviews with school leaders and educators highlighted the importance of buy-in and support in facilitating high implementation, as well as the value of investing in trauma-engaged practices by hiring support staff, providing training, allocating funding, and establishing partnerships. Interviews also provided actionable suggestions for improving the Transforming Schools Framework and resources to ensure that both are visible, are aligned to other initiatives, and provide concrete strategies for translating concepts into action in a school or classroom setting.