Trauma Informed Practices In Inclusive Schools :A Narrative Review Of Psychosocial Wellbeing And Mental Health Readiness

Abstract

The cognitive, emotional, and social development of students is greatly impacted by childhood trauma, which frequently results in major obstacles to both academic achievement and general well-being. This narrative review looks at how trauma-informed practices are incorporated into inclusive schools, highlighting how they promote mental health readiness and psychosocial well-being. Important domains covered include how trauma affects pupils, how inclusive education helps, how parent-child interactions aid in trauma healing, how to control emotions, and how socioeconomic status (SES) affects trauma and education. Anxiety, despair, and behavioral problems are more likely to occur when adverse childhood experiences (ACEs) interfere with emotional control and cognitive performance. Emotional safety, flexible teaching methods, and nurturing surroundings that build student resilience are all encouraged by trauma-informed education. Furthermore, solid parent-child bonds and constructive coping techniques, like cognitive reappraisal, greatly enhance the results of trauma healing. Effective implementation is nevertheless hampered by issues like socioeconomic inequality and restricted access to mental health resources. In order to guarantee that inclusive classrooms become places of healing and development for every kid, this review emphasizes the critical need for policy-driven interventions, teacher preparation, and school-based mental health care.