Toward a Trauma-Informed Comprehensive School Physical Activity Program: Specifying Feasible Practices Across the School Day

• Published in: The Journal of school health 2024-11
• Main Authors: Kroshus-Havril, Emily, Hafferty, Kiana, Massey, William V, Whitley, Meredith A, Darroch, Francine, Shaikh, Majidullah, Ellison, Douglas W, Moore, Adrienne, Garrett, Kimberly, Tandon, Pooja S
• Format: Article
• Language: English
• ISSN: 0022-4391; 1746-1561; 1746-1561
• DOI: 10.1111/josh.13519

Many students would benefit from trauma-informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma-informed practices across school-based PA opportunities. The purpose of this study was to generate a feasible framework for trauma-informed school-based PA. Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma-informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices. Thirty-three practices met pre-determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues. Incorporating trauma-informed practices into existing frameworks and approaches to school-based PA may promote uptake of practices that help meet the social and emotional needs of trauma-exposed youth. The present output provides a foundation for generating tools and supports for incorporating trauma-informed practices into school-based PA promotion efforts.