Abstract
The prevalence of trauma experienced among children is a vast topic of study, in particular how these traumatic events can have detrimental consequences for a person as they age and impact their lifespan. More recently, policies have been introduced nationwide as it relates to trauma and education settings as a method of intervention and way to address trauma among students and the influence trauma can create as it relates to a child’s behaviors in school and academic success. The implementation of trauma informed programming into a school’s structure has been one response to these policy changes. This study conducts a qualitative analysis through the interviews of school social work professionals to address the benefits and challenges to implementing a trauma informed program while also taking a Systems Theory framework of how a trauma informed program impacts the school community at the student, parent/teacher, and administrative level. This case study identifies the necessity of trauma education provided to all system levels to foster program success. Also crucial themes discussed related to the benefits and challenges of trauma informed programming are building relationships as a way of resiliency and support, dispelling the stigma of labeling children with trauma, and discovering ways to increase funding for this type of program. Consistency of programs as required by state education policies and district policies are also discussed.