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Grief Informed & Trauma Informed Practices

Pursuant to TEC §38.351 Section (b) and Sub-section (c-5) each school district may select programs related to this area of mental health promotion and intervention, substance abuse prevention and intervention, and suicide prevention for appropriate implementation in the district. Schools serve as a critical system of support for children and adolescents who have experienced adverse childhood experiences, grief and trauma. Schools can create grief and trauma-informed environments that mitigate against the impacts of trauma and grief, and nurture resilience. Resources related to this component of school mental health can foster grief and trauma-informed competencies, help reduce the effects of trauma and grief on children by recognizing trauma responses, inform accommodating and responding to traumatized students with evidence-based strategies within the classroom, educate and inform parents and families, and equip school student support teams to connect students and their families to mental health professionals when necessary. 

To view resources on this component of school mental health you can visit the new Texas School Mental Health Website for the Mental and Behavioral Health Recommended Evidence-Based Programs and Research-Based Practices Repository.  This repository is updated as resources are reviewed and approved.

Mental Health Best Practices and Programs List Competencies

The competencies outlined within this document serve as a foundational guide for selecting best-practices and research-based programs that meet the requirements of TEC §38.351, TEC §38.036, TEC §21.451, and TEC §21.4515. School systems may use these competencies when evaluating programs or practices not currently on the list established by TEC §38.351, ensuring that locally selected approaches are aligned with statutory requirements. By addressing multiple areas of school mental health, these competencies support a comprehensive and integrated implementation strategy.

The list of best-practice-based programs and research-based practices are not exhaustive, and approaches for fulfilling the competencies are not limited to the examples provided below. The competencies and examples below may be considered when establishing local training and implementation procedures based upon the recommendations of the SBEC Clearinghouse.    

Competency Examples of Fulfilling Competency
Addresses how to recognize the effects of trauma and grief on students' learning and behavior.
  • Understanding Adverse Childhood Experiences (ACEs) and the prevalence of trauma.
  • Identifying the signs of students impacted by trauma and grief.
Addresses evidence-based, trauma and grief-informed care practices that support the academic success of students affected by trauma and grief.
  • Utilizing evidence-based classroom and campus strategies that mitigate the impacts of grief and trauma on students.
  • Implementing practices that create safe and supportive learning environments.
Addresses how to respond to students impacted by trauma and grief. 
  • Understanding available counseling options and resources for students listed in the local trauma-informed care policy.
  • Promoting protective factors of Positive Childhood Experiences (PCEs) to mitigate the negative impacts of ACEs.
Addresses staff awareness of trauma and grief-informed care.
  • Understanding data that describes the impacts of trauma and grief on students.
  • Promoting trauma and grief-informed practices that can be used by school staff.

 

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Mental and Behavioral Health Team
Contact Information: Dr. LaTrenda Watson, Director of Mental and Behavi
Contact Information

Dr. LaTrenda Watson, Director of Mental and Behavioral Health

Tammy Gendke, Mental Health Program Coordinator

Ashton Millet, Project A.W.A.R.E State Coordinator

MentalandBehavioralHealth@tea.texas.gov