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School social work journal articles1/17/2024 ![]() Respondents offered several recommendations for implementing trauma-informed approaches during and after the pandemic, many of which required collaboration from other school staff. Results demonstrated that SSWs used and discussed key components of a trauma-informed approach. Major themes included recognition of COVID- social unrest as a unique period and potentially traumatic experience the need for a trauma-informed school response the challenges of addressing all facets of safety during the pandemic and the essentiality and difficulty of maintaining school-based relationships during school closures and remote learning. Responses mapped well onto the conceptual model. This conceptual model was then used to generate a theory-based coding schema. A unified conceptual model for a trauma-informed school was created by integrating components suggested within the literature. In the national survey, 450 SSWs responded to open-ended questions, providing 115 single-spaced pages of detailed qualitative comments. Data came from written responses to open-ended questions on a national survey of SSWs during June–July 2020 (Kelly et al., 2021 Watson et al., 2022). This study sought to understand SSWs’ views about mental health and trauma in relation to the pandemic and schools reopening. The COVID-19 pandemic and subsequent school disruptions shined a spotlight on the mental health needs of young people, and the importance of schools and school social workers (SSWs) in attending to those needs.
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