Responds to and recognizes the impact of trauma on many sectors in behavioral health and beyond. The paper introduces the concept of trauma and offers a framework for how organizations, systems, and service sectors can become trauma-informed.
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Considers school policies that try to assist teachers in dealing with the variety of psychosocial and health problems that interfere with learning and performance. Cautions against fragmented supports for students and reviews the benefits of a "whole child" approach for improved outcomes.