MONARCH: Examining a Model for Middle Level and Secondary Trauma Informed Education

Abstract

This study examines the MONARCH intervention model for trauma-informed teaching to understand the needs and experiences of school staff undergoing implementation. From 2023 to 2024, school staff from 12 public, middle and high schools in a large urban city participated in the MONARCH intervention. A subgroup of staff from each school participated in focus groups before and during the MONARCH implementation. Focus groups with teachers, support staff, and administrators were facilitated by project evaluators, recorded, transcribed, and coded for similar themes.   Findings yielded numerous themes focused on challenges with policies for student behaviors, fostering school engagement, supporting the needs of Black and foster youth, and successes and barriers to the MONARCH model implementation.  We discuss implications of these findings in regard to the use of trauma-informed school practice in middle and secondary school settings to increase healing and equitable practices for the most vulnerable student populations.