An Integration of Trauma-Informed Schools and Social Emotional Curriculum

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Counseling


Graduate Studies

Committee Chair

Taryn Akgul



Research and literature regarding trauma-informed programming and social, emotional and mental health (SEMH) issues is of wide focus, howbeit, common themes across relevant literature bring about two items of interest. SEMH issues and exposure(s) to trauma are not only serious education concerns but also social, emotional and mental health concerns. Exemplifying how vital awareness and education on trauma-informed practices and SEMH issues are. Addressing trauma and SEMH issues in schools builds resilience in students while promoting healthier, brighter futures (Wall, 2005). There is substantial research examining the varying techniques, strategies and methods of addressing social, emotional and mental health needs. Though each approach differs, there is a clear correlation between addressing SEMH needs of students and increased academic performance, appropriate behavior, and lifelong health and wellness. Research proves when educators are equipped with knowledge regarding trauma and SEMH issues they are more able to connect with, support and therefore build resilience within students, laying a foundation for student behavior and academic success. This SEMH curriculum is oriented towards bringing awareness of and addressing SEMH issues, expounding on how to counter the negative effects of trauma and SEMH issues through healthy coping skills and positive relationships.

Keywords: trauma, social, emotional and mental health, coping skills, trauma-informed

Abstract only: No full text available.