Trauma-Informed Classrooms after Natural Disasters: A Literature Review
Abstract: With the continuing COVID-19 pandemic combined with natural disasters due to climate change, teachers’ ability to identify and address trauma is increasingly important to maximize academic and socioemotional outcomes. Trauma-informed classroom interventions in response to natural disasters are relatively unexamined. The objective of this literature review is to examine the following research questions is examined: 1) What trauma-informed-classroom strategies have been implemented secondary to a natural disaster? and 2) Over time, how has the use of curriculum modification to mitigate student trauma symptoms evolved? This narrative review examined peer-reviewed articles published since 2000 that examined trauma-informed classroom strategies with P-12 students following a natural disaster. Research indicated that trauma-informed classroom strategies fall in one of two categories: curriculum and instructional modifications and teacher-led interventions. The implementation of all strategies indicates improved psychosocial functioning in students. Research indicates that the perspective of teacher-led trauma-informed strategies have evolved in from a questionable practice in the early 2000s to a necessity in the time of COVID-19.
The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.
Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.