Leading Trauma-Sensitive Schools

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Leading Trauma-Sensitive Schools

The Leading Trauma-Sensitive Schools component of the Training Package is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach. Resources are designed to help leaders:

  • Prepare to adopt a trauma-sensitive approach;
  • Envision their trauma-sensitive school;
  • Align trauma sensitivity with other approaches; and
  • Sustain trauma sensitivity.

Resources include an online module and companion action guide for leaders, along with a facilitation guide that includes suggestions for how to conduct in-person training with leaders using these materials.



1. Leading Trauma-Sensitive Schools Online Module

This online module introduces school and district administrators and leadership teams to a roadmap and strategies for adopting a trauma-sensitive approach schoolwide, including how and when to use other package components. The module outlines a multi-phased process for preparing, envisioning, aligning, and sustaining a trauma-sensitive approach. The module and companion action guide can be viewed at once or in shorter segments.

2. Leading Trauma-Sensitive Schools Action Guide

This action guide includes assessment and planning tools for supporting schools in adopting a trauma-sensitive approach and is intended to be used in conjunction with the online module.  

3. Leading Trauma-Sensitive Schools Facilitation Guide

This facilitation guide provides suggestions for how to conduct in-person leader training using the online module and action guide. 

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U.S. Department of Education

The contents of the National Center on Safe Supportive Learning Environments Web site were assembled under contracts from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number  91990021A0020.

This Web site is operated and maintained by AIR. The contents of this Web site do not necessarily represent the policy or views of the U.S. Department of Education nor do they imply endorsement by the U.S. Department of Education.

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