International Journal of Arts and Humanities (IJAH)

This purpose of this review is to contextualize adolescent trauma, examine the research on best practices of school-based interventions for students with trauma, and provide possible scenarios of trauma to begin to inform educators what their students may be facing and how they (as caregivers) may be impacted (secondary trauma of teachers). Findings indicate that studies focusing on interventions for treating traumatized adolescents in classrooms and schools rely heavily on psychological and mental health models. Gaps in research included lack of peer- reviewed, evidence-based literature on studies conducted about school-based interventions, and interventions for students done by teachers in their own classrooms. Considerations for further research and reporting are discussed.