Implementing Trauma-Informed Education

Translating Intentions into Practice

Abstract

In recent years, continuing professional education in trauma-informed practices for educators has increased, yet the determinants for successful implementation are understudied. Through a two-phase survey, this study incorporated implementation science and the theory of planned behavior to investigate how educators applied their learnings after a university-based course on trauma-informed education. While participants (N=72) initially had high intention scores, indicating positive beliefs and strong perceived support, the 41 who completed the 6-month follow-up survey reported varied success in implementing these practices. Implementation success was not predicted by initial intention scores. Rather, individual factors and perceived “buy in” were the most important facilitators, and system and organizational factors being influential barriers. The findings suggest that successful implementation of trauma-informed practices requires professional learning to extend beyond individual knowledge and motivation to include system-level factors such as school leadership and broader organizational support.