Social Workers’ Perspectives on the Climate of Trauma-Informed and Non-Trauma-Informed Schools

This study explored school climate from the perspective of social workers, documenting their perceptions of trauma-informed culture and climate in U.S. schools. Using logistic regression, we analyzed survey data from 538 school social workers to investigate whether their experiences of school climate characteristics associated with trauma-informed approaches—physical and psychological safety; a focus on strengths and equity; and supportive relationships—were associated with their identification of a school as trauma informed. We found that social workers perceived clear climate differences between schools they identified as trauma informed and those they did not. ​Schools that were perceived as safer; with a strengths-based, equitable focus; and providing trusting, empowering, and collaborative relationships were more likely to be identified as trauma informed. These differences do not relate to any specific curriculum or program and are commitments any school could make. With adequate time and influence, school social workers can support and encourage positive shifts in trauma-informed climate as part of their everyday efforts toward building and sustaining positive school climate.