Beliefs and Supportive Actions of K-12 Superintendents Toward the Implementation of Trauma-Informed Strategies

Abstract

This quantitative study explored the relationship between the beliefs of school district superintendents regarding the implementation of trauma-informed strategies and their actions in supporting building principals with the implementation of those strategies within the K-12 school system in New York State. The findings suggest that superintendents who believe in implementing trauma-informed strategies believe in doing so equally across elementary middle, and high schools; have had conversations with members of their Board of Education and perceive their support to implement said strategies; and that female superintendents were more likely to report they believe in implementing trauma-informed strategies than their male counterparts.