TABLE 1.

Definitions and key principles of trauma-informed organisational approaches applicable to schools by origin date.

Model and source	Definition	Key principles and values	Key actions and focus areas
The Sanctuary Model (Bloom, 1995, 1997, 2010; Bloom & Yanosy Sreedhar, 2008; Sanctuary Institute, 2022)	‘Being trauma-informed means being sensitive to the reality of traumatic experiences in the lives of most people… It means being sensitive to the ways in which trauma has affected individuals, families and entire groups (i.e. Native Americans, African-Americans and LGBT individuals). And it means becoming sensitive to the ways in which trauma impacts organisations and entire systems.’ (Bloom & Yanosy Sreedhar, 2008, p. 51)	Nonviolence Emotional intelligence Inquiry and social learning Shared governance Open communication Social responsibility Growth and change	S.E.L.F. Implementation Tool as a common language: Safety Emotional management Loss acknowledgement Future focus
Trauma-Informed Service Systems (Harris & Fallot, 2001)	‘To be trauma-informed means to understand the role violence and victimisation play in the lives of consumers … and to use that understanding to design service systems that accommodate the vulnerabilities of trauma survivors and allow services to be delivered in a way that will facilitate consumer participation in treatment.’ (p. 4)	Understanding trauma as a defining experience for survivors Seeking to understand the whole person and appreciate their context Services are strengths-focused and allow clients a sense of control and autonomy Warm, collaborative provider–client relationships	Administrative commitment Universal screening Universal trauma-training Hiring trauma-informed staff members or identifying trauma champions Reviewing and eliminating harmful policies and procedures
Trauma-Sensitive Schools (Cole et al., 2005, 2013)	‘A trauma-sensitive school is one in which all students feel safe, welcomed and supported and where addressing trauma's impact on learning on a schoolwide basis is at the center of its educational mission. It is a place where an ongoing, inquiry-based process allows for the necessary teamwork, coordination, creativity and sharing of responsibility for all students, and where continuous learning is for educators as well as students.’ (Cole et al., 2013, p. 11)	Commitment to understanding trauma and creating a schoolwide response Creating physical, social, emotional and academic safety for students Holistic response to students' needs Connecting students to school community Staff teamwork and shared responsibility for all students Anticipating and adapting to students' changing needs	Flexible Framework for school culture change (2013) Leadership Professional development Access to resources and services Academic and nonacademic strategies Policies, procedures and protocols Collaboration with families
Compassionate Schools (Wolpow et al., 2016)	Welcoming, affirming, safe environment where healing can occur Trauma- training for staff, children and families Recognise students holistically: individual strengths, learning styles and culture Support, value and respect children & families School-community connections Empower whole community, including staff	Always empower, never disempower Provide unconditional positive regard Maintain high expectations Check assumptions, observe and question Be a relationship coach Provide guided opportunities for helpful participation	Seek to extend compassion to organisational structure of the school, district, community and state. Compassionate curriculum: Safety, connection and assurance Improve emotional and behavioural self-regulation Personal agency, social skills and academic competencies
Trauma-Informed Programmes, Organisations, or Systems (SAMHSA, 2014a)	‘A programme, organisation, or system that is trauma-informed realises the widespread impact of trauma and understands potential paths for recovery; recognises the signs and symptoms of trauma in clients, families, staff and others involved with the system; responds by fully integrating knowledge about trauma into policies, procedures, practices; and seek to actively resist re-traumatisation.’ (p. 9)	Safety Trustworthiness and transparency Peer support Collaboration and mutuality Empowerment, voice and choice Cultural, historical and gender issues	Implementation domains: Governance and leadership Policy Physical environment Engagement and involvement Cross-sector collaboration Screening, assessment and treatment services Training and workforce development Progress monitoring and quality assurance Financing Evaluation
Trauma-Informed Service Systems (NCTSN, 2016, 2017)	‘A trauma-informed child and family service system is one in which all parties involved recognise and respond to the impact of traumatic stress on those who have contact with the system including children, caregivers and service providers. Programmes and agencies within such a system infuse and sustain trauma awareness, knowledge and skills into their organisational cultures, practices and policies. They act in collaboration with all those who are involved with the child, using the best available science, to maximise physical and psychological safety, facilitate the recovery of the child and family and support their ability to thrive.’ (NCTSN, 2016)	N/A	Trauma-informed schools (NCTSN, 2017): Identify and assess traumatic stress Address and treat traumatic stress Offer trauma education and awareness Partner with students and families Create a trauma-informed learning environment Integrate cultural responsiveness Comprehensive emergency management and crisis response Support staff self-care Use a trauma-informed approach to review discipline policies and practices Collaborate across the school and community
Positive Schools (University of Maryland, n.d.)	Positive schools ‘are environments where students, adults and community members feel safe and can flourish. School teams have the expertise and training to build strong, dynamic relationships and sustain high student and staff attendance, continually decrease suspension rates and office referrals and boost academic achievement.’	Racial justice and equity Restorative and healing approaches Trauma-responsive educational practices Social and emotional learning Student, family and community voice	N/A
Equity-Centred Trauma-Informed Education (Venet, 2021)	‘Trauma-informed educational practices respond to the impacts of trauma on the entire school community and prevent future trauma from occurring. Equity and social justice are key concerns of trauma-informed educators as we make changes in our individual practice, in classrooms, in schools and in district-wide and statewide systems’ (p. 10)	Antiracist and anti-oppression Asset based Systems-oriented Human centred Universal and proactive Social justice focused	Four necessary shifts: From a reactive to proactive approach From a saviour mentality to unconditional positive regard From individual teaching practice to whole-school focus From a focus on how trauma affects the classroom to how school classrooms can transform the world