The Impact of an Online Training Curriculum on Trauma-Informed Knowledge and Attitudes Among School Personnel

Acknowledging the pervasiveness of trauma exposure among school-aged youth, efforts have been devoted to increasing knowledge and awareness of trauma symptoms among school personnel. However, there is a need for a more thorough evaluation of their effectiveness in training education personnel and improving student outcomes. The current study describes the development and evaluation of a virtual training program designed to increase knowledge and foster positive attitudes toward trauma-sensitive school practices. School personnel (N = 104) completed pre- and postsurveys to assess their knowledge of and attitudes toward trauma-sensitive school practices. Analyses were performed using general linear mixed models to account for the nonindependence of the subjects ' responses. Findings revealed that knowledge and attitudes improved over time, irrespective of whether participants were randomized to lecture-based content versus lecture and case-based learning. Community linkages in particular play a crucial role in promoting knowledge. Further, community linkages and the interactive effects of family partnerships and higher educational attainment among school personnel foster positive attitudes. Although the findings provide preliminary evidence that the training achieves its intended outcomes, replication with larger sample sizes and in other geographically diverse contexts is warranted.