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Trauma-informed care (TIC), a system of behavioral treatment practices that focuses on understanding and responding to the effects of adverse experiences via empathic and non-punitive interactions, is a promising intervention for the treatment of academic and mental health problems among youth. However, the effect of TIC on caregivers themselves is uncertain. Even less is known about the relationship between TIC and the well-being of teachers and school staff. In the current study, we investigated the relationship between exposure to criminal victimization (a known predictor of stress), attitudes toward TIC, and perceived stress among a sample of public school teachers and staff members (N = 396). In line with our predictions, increased victimization was associated with increased perceived stress whereas TIC-favorable attitudes were associated with decreased perceived stress. In addition, older participants exhibited lower perceived stress than younger participants. We discuss the current study's limitations and the implications of the current findings for future research and mental health practice in schools. [ABSTRACT FROM AUTHOR]

Thousands of school age children across the United States reside in emergency domestic violence (DV) shelters on any given day. Little is known about how DV shelters address educational needs of child residents. The McKinney-Vento Homeless Education Assistance Act specifies educational rights of children experiencing homelessness and requires that school districts employ liaisons to help them enroll and succeed in school. This mixed methods survey of 55 Texas DV shelters obtained shelter personnel perspectives on the quality of educational services provided to child residents and information on how shelters facilitated educational access (e.g., on-site schools, district schools). Quantitative and qualitative findings revealed high levels of satisfaction overall regarding educational services, including relationships between shelter staff and school liaisons, with barriers described by only eight respondents. Barriers concerned transportation, delayed enrollment, safety from DV perpetrators at school, and shelters' lack of knowledge of homeless education policies. We discuss implications for future research and shelter and school practices. [ABSTRACT FROM AUTHOR]