Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds.

This article focuses on trauma-informed educational practices designed to support students with refugee backgrounds in primary and secondary schools. It outlines the unique pre- and postresettlement challenges these students face, including trauma, language barriers, interrupted education, and cultural adjustment, which can affect their academic and social-emotional development. The article emphasizes adopting a trauma-informed care approach based on six key principles from the Substance Abuse and Mental Health Services Administration (SAMHSA)—safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues—to create school environments that minimize retraumatization. Practical examples illustrate how educators and school staff can apply these principles to everyday school experiences, benefiting refugee students and the broader student population. The article also highlights the need for comprehensive training and systemic implementation of trauma-informed practices within schools to effectively address the needs of refugee students.