Program
Special Education M.A.
Number of Pages
65
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Ryan Korolewski
Abstract
This paper explores trauma-informed models in schools and the impact on students in different educational settings. Trauma-informed models are systemic changes that support all students in school, but it is especially important for students who have experienced trauma. This model helps them feel safe in the school environment. This paper reviews literature on how trauma-informed models impact student behaviors, academics, and learning within traditional educational approaches and special education settings. The research also reviews gaps, for instance it is unclear what parts of trauma-informed models contribute to positive outcomes for students in school. The gaps also revealed the need for fidelity of the interventions, and more data regarding reduced behavioral disruptions. To address these gaps, this paper includes two practical application materials: a brochure and a staff development training for new hires. These materials explain the purpose of the trauma-informed models Boys Town Model and Life Space Crisis Intervention and how they work to support students with emotional and behavioral disorders in schools. The conclusion of this thesis gives further suggestions for research and implementation of trauma-informed models in schools.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Clinton, A. R. (2026). Impact of Trauma-Informed Models in Schools [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1297
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.