Schools and primary healthcare settings are beginning to incorporate screening for trauma exposure and symptoms into routine practice (Nadeem et al., 2020; Schapiro et al., 2018). Approximately two-thirds of all students report one or more adverse experiences during their school-aged years, and trauma can have a negative impact on student’s academic, cognitive, social, emotional, and behavioral functioning (Finkelhor et al., 2015; McLaughlin et al., 2013). Given schools are the primary location where youth receive mental health services, they are well-positioned to screen for a variety of health and wellness indicators, including trauma (Bilias-Lolis et al., 2017; Perfect et al., 2016). Research has pointed to the implementation of multi-tiered systems of support that integrate trauma-informed practices for children who have experienced trauma. Within this framework, many school districts have considered the use of universal screening to help identify students who have experienced trauma and to guide the delivery of tiered interventions and supports at school. Brief screening measures often include students self-reporting their own exposure to traumatic events and/or mental health symptoms (Eklund & Dowdy, 2014). However, screening for trauma exposure among children is relatively new, with very few studies demonstrating the utility of these practices within schools (Eklund et al., 2018). As a result, schools are encouraged to consider universal screening practices that can identify all students in need of mental health support, including students with trauma exposure.
Prevention and Identification Strategies
Schools play an important role in providing a safe environment, whereby children who have experienced trauma can form positive relationships with school staff and their peers. Trauma-informed practices have emerged within schools to help educators not only understand the impact of trauma on children’s development and learning, but also to increase support for school staff, improve responses to children who have experienced trauma, and to reduce student academic and behavioral concerns (e.g., Alisic et al., 2012; Mendelson et al., 2015). Multi-tiered, trauma-informed programs in schools have been found to reduce secondary trauma for teachers and to improve students’ emotion regulation, social competence, and academic behavior (e.g., Berger et al., 2016; Jaycox et al., 2009; Mendelson et al., 2015). Within this framework, screening for trauma and related symptoms would serve as a universal practice to assess potential barriers to learning for all students.
Universal screening for various physical, academic, and mental health concerns has become increasingly popular in U.S. public schools since the 1960s. Screening for vision, hearing, and academic concerns is now customary in early childhood and elementary school settings. In recent years, this practice has expanded to include screening students for various behavioral and mental health concerns given their correlation with academic performance (Eklund & Dowdy, 2014; Koslouski et al., 2024). Research highlights the importance of early detection and intervention for mental health concerns, as about half of all mental health disorders emerge before the age of 15 (Kessler et al., 2005). Additionally, there is an increased risk of mental health concerns for children exposed to traumatic events.
This full practice brief highlights best practices for implementing trauma screening within a multi-tiered support system and offers insights to help school teams choose appropriate tools, navigate consent, and connect students to the right supports.
Read and download the full practice brief