A Literature Review: Promoting Healing and Social Justice Through Trauma-Informed Transformations in K-12 Education

The recognition of trauma-informed practices is increasingly gaining traction as current research highlights the negative impacts trauma has on an individual’s holistic well-being and life outcomes. Additionally, studies have proven the lasting effects individuals may experience after enduring traumatic events in childhood. These effects may range anywhere from deviancy in childhood to chronic mental ill- ness in adulthood. As a response to these discoveries, research has begun to explore trauma sensitivity in education. Even more so, how incorporating trauma-informed care in K-12 schools can foster an environment where students flourish and experience healing. While previous studies have primarily examined the presence and effects of trauma-informed practices in K-12 education settings, there remains a gap in current literature regarding the practical implementation of these practices and the underlying fac- tors that influence this transformative shift in K-12 environments. This literature review seeks to explore the complex process of implementing trauma-informed practices in K-12 education and will evaluate the impact cultivating a trauma sensitive school culture has on student well-being and academic outcomes.