Towards Racial Equity in Trauma-Informed Schools

A Modified Delphi Study of Essential Intervention and Implementation Strategies

Abstract

Consensus regarding elements of a trauma-informed school (TIS), essential for promoting desired youth outcomes and racial equity is lacking. This study aimed to establish consensus on TIS intervention components and implementation strategies that are: 1) important for youth outcomes, 2) important for racial equity in outcomes, and 3) feasible to implement. We utilized a three-round Delphi survey, and recruited participants (n=49) with relevant TIS expertise. Participants provided importance and feasibility ratings on a set of TIS components and strategies (n=55) related to organizational/policy reforms, workforce professional development, and educational/clinical practices. Approximately 90% of components reached consensus on high importance for youth outcomes and racial equity. However, despite broad consensus on the importance of most components, fewer, approximately 50%, were viewed as highly feasible to implement in practice. Findings in relation to extant TIS literature, and implications for responding equitably to youths’ needs are discussed.