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Course Project: Annotated Bibliography Sources 9-15
Jalen McGhee
School of Education, Liberty University
Author Note
Jalen McGhee
I have no know conflict of interest to disclose.
Correspondence concerning this assignment should be addressed to Jalen McGhee
Email: jmcghee19@liberty.edu
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Topic: The Impact of Student Trauma on Academic Achievement
Berger, E. (2019). Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic
review. School Mental Health, 11(4), 650–664. https://doi.org/10.1007/s12310-019-
09326-0
Childhood trauma has a lasting impact on academic performance, relationships with
peers, and classroom behavior. While there have been efforts to implement trauma-
informed programs and conduct research in this area, there is limited data on the
findings. The author's research focuses on systemic approaches to explore evidence on
trauma-informed methods for addressing students' trauma in schools. Evidence has
demonstrated the positive effects of schools that have implemented interventions to
address student trauma. For example, the Cognitive Behavioral Intervention for Trauma
in Schools (CBITS) and the Erase-Stress Program have shown significant improvements
in reducing Post Traumatic Stress Disorder (PTSD) in students (Berger, 2019). Although
there is an increasing number of students who have shown positive effects from these
programs in schools, there is a lack of studies on integrating these programs into school
settings. Having school-wide Positive Behavior Interventions and Supports (PBIS)
systems in place can improve students' overall responses to trauma and may enhance
their academic performance in the classroom. This article provides a significant number
of approaches on implementing trauma-informed strategies, which will be helpful for my
topic.
Bulathwatta, A., & Lakshika, R. (2023). Role of emotional creativity and achievement motivation
on trauma symptoms among university students. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1203226
The main objective of this study was to gain a better understanding of the relationship
between trauma symptoms, meditation, academic achievement, and motivation. It is
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well-established that students who have experienced trauma may face challenges
related to their psychological and emotional well-being, which can in turn affect their
motivation to succeed academically. According to Bulathwatta and Lakshika (2023), this
study involved 337 students from the University of Peradeniya in Sri Lanka. The findings
indicated a significant link between emotional creativity and motivation for achievement.
Furthermore, the study suggested that trauma symptoms play a crucial role in shaping
the relationship between emotional creativity and achievement motivation among college
students. It was also noted that a lack of emotional creativity and positive achievement
motivation could impede rational decision-making and overall academic performance. In
summary, this article is valuable to my topic as it explores various types of trauma
symptoms experienced by students and their associated characteristics.
Cruz-López, I., Evans-McCleon, T. N., Looby, E. J., Wei, T., & Gadke, D. L. (2024). Universal
Behavioral Screening: inclusion of student’s trauma symptoms and hurricane exposure.
Journal of Applied School Psychology, 1–21.
https://doi.org/10.1080/15377903.2024.2353921
Students in public school settings are at higher risk of experiencing some form of
traumatic experience now more than ever. Students who may be exposed to a traumatic
event in their lives experience high rates of dropout, low academic performance,
classroom disruption, aggression, and sometimes depression (Cruz-López et al., 2024).
In the article, a study was conducted, and it examines the connection between self-
reported trauma using teacher data, and students who’ve experienced trauma
experience specifically natural disasters. This study included students in the Southeast
United States. Natural disasters are an overlooked flaw that teachers and school leaders
forget to include when it comes to student trauma. In the South, hurricanes result in a
significant quantity of negative outcomes for students and also increase post-traumatic
symptoms. Data in this study found that natural disasters are most linked to the student’s
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abilities to function daily. Though traumatic experiences can include neighborhood
factors, gun violence, and bullying, an overlooked traumatic experience is natural
disasters. This study is helpful with my topic because it mentions how students who’ve
experienced natural disaster’s function and cope with swift changes.
Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A., Lester, P.,
Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of
students in special education through a Trauma-Informed Resilience Curriculum. Social
Work in Public Health, 39(5), 405–421. https://doi.org/10.1080/19371918.2024.2316866
In a study by Gray et al. (2024), a school program was assessed for its focus on
addressing the mental health needs of students in special education. The study also
explored how implementing a trauma-informed resilience curriculum could benefit these
specific students and potentially students in general education as well. The program
involved 814 students, ranging from middle school to high school, who were identified as
being at risk of violence exposure and substance abuse. Among the participants, 11%
were African American, 11% were Caucasian, and 72% were Latinx. These students
demonstrated significant behavioral issues, both at home and in their communities. Each
participant was required to track their progress using a wellness check-up app. After
analyzing the data, programs were developed in collaboration with teachers and social
workers to introduce a resilience curriculum tailored to meet the specific needs of these
at-risk students. Moreover, the study highlighted the importance of using praise and
positive reinforcements as key strategies to assist at-risk students in staying on track
and building positive relationships. This article is relevant to my research topic because
it provides a comprehensive examination of the study, offering insights for further
research on student trauma.
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Howard, J., L’Estrange, L., & Brown, M. (2021). The School Counsellor’s role in Trauma-Aware
Education. Journal of Psychologists and Counsellors in Schools, 32(2), 243–253.
https://doi.org/10.1017/jgc.2021.32
School counselors play a major role in students who've experienced trauma. Howard et
al. (2021) conducted a study to draw the experiences and insights of school counselors
to support trauma-impacted students. To better investigate the study, two research
questions were asked 1: What role do school counselors play in a trauma-aware
practice? 2: What do school counselors need to effectively engage in trauma-aware
work? along with the research questions, it is categorized into five topics liaising with
supportive organizations, community involvement, working systematically, collaborating
with school personnel, and collaborating with students. The findings of this research
have shown that school counselors would work well with students who've experienced a
traumatic event. To conclude, this article would help with my topic because after
conducting the study, it informed me of ways to further research how school counselors
can not only help students with trauma but implement strategies in creating a Trauma-
Aware school environment.
Ramos-Salamanca, L., Zax, A., & Gudiño, O. G. (2021). Exposure to violence, coping, and
academic achievement in Latinx adolescents. School Mental Health, 14(3), 598–607.
https://doi.org/10.1007/s12310-021-09484-0
Similar to African Americans who experience student trauma, the Latinx population in
the United States is also a significant minority group that faces trauma. Latinx teens are
at a higher risk of being exposed to violence and experiencing negative school
outcomes, similar to African Americans, when compared to their white counterparts.
According to a study by Ramos-Salamanca et al. (2021), the research aimed to
demonstrate the correlation between exposure to violence, coping mechanisms, and
academic achievement. The study found that exposure to violence has a negative
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impact on academic achievement, while effective coping mechanisms are associated
with positive academic outcomes. Given the negative community influences, trauma can
hinder academic functioning, particularly in terms of school engagement and academic
performance. The study determined that exposure to violence can increase the
likelihood of poor school performance, with potential mechanisms including anxiety and
attentional difficulties. After addressing community violence, the research turned its
focus to coping strategies. Identifying positive coping mechanisms can lead to better
management of stressful experiences, making this study relevant and beneficial to my
topic.
Skarstein, D., & Schultz, J. (2022). “Terror victims are probably not the easiest to follow up”:
students’ perception of learning and teaching in the aftermath of trauma. Scandinavian
Journal of Educational Research, 68(3), 416–430.
https://doi.org/10.1080/00313831.2022.2148276
Skarstein and Schultz (2022) conducted a study involving 135 students who had gone
through a traumatic event and subsequently blamed themselves for their academic
struggles. The research shed light on the establishment of the American Substance
Abuse and Mental Health Services Administration (SAMHSA), aimed at providing a
platform for students to openly discuss their traumatic experiences and receive support
from anyone in school settings. SAMHSA's role in recognizing trauma signs and
implementing relevant classroom policies and procedures was underscored. The study
found that students grappling with trauma often experienced feelings of guilt, leading to
frequent school absences and a lack of motivation to complete their work which would
cause their academic performance to decrease. The research emphasizes the necessity
of adapting teaching methods to meet the needs of students dealing with trauma by
using frameworks provided by SAMHSA. Despite the limited scope of available
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research, and suggestions for future studies, this article significantly contributes to my
area of interest.
