Speaker
Description
Background. Students with refugee backgrounds frequently experience psychosocial stress due to traumatic events before and during migration, elevating their risk for developing mental health issues (Carter & Blanch, 2019). Emotion regulation competencies and supportive peer relationships, however, can significantly mitigate trauma-related psychological distress (Demir et al., 2020; Fazel et al., 2012). Addressing this need, the TRAILS project, funded by the German Ministry of Education and Research (BMBF), developed a trauma-sensitive diagnostic and intervention framework specifically tailored to inclusive secondary school classrooms, informed by a comprehensive needs analysis involving students, teachers, and parents.
Method. A quasi-experimental design with a waiting-control group was employed, involving 540 students (intervention group: n = 233, including 70 refugee students; control group: n = 307, including 90 refugee students) from grades 5 to 8 in North Rhine-Westphalia, Germany. The 12-week intervention comprised weekly sessions incorporating: a) teacher-administered screenings for trauma-related behaviors, b) structured cognitive-behavioral small-group support for students, and c) professional development training for teachers.
Results. Results are mixed and indicate partially significant improvements in trauma-related classroom behaviors, emotional regulation, psychosocial well-being, and perceptions of classroom climate in intervention groups compared to controls across pre-, post-, and follow-up measurements. Teacher characteristics and implementation fidelity partially moderated intervention effectiveness, highlighting the necessity of ongoing professional support and training.
Discussion. The findings underscore the importance and efficacy of universal trauma-sensitive strategies in inclusive school contexts. The discussion will focus on practical implications for implementing and sustaining trauma-informed practices, emphasizing the critical role educators play in supporting vulnerable student populations.
Conflict of interest. None.
