"The research supports trauma-informed schools..." 

You've probably heard it in a staff meeting, read it in a district memo, or repeated it yourself. But when you go looking for the studies, something becomes clear: most people are citing a sentence, not a source.

This episode is for the school counselor who's been asked to implement trauma-informed practices without anyone handing you the actual research-  and who wants to know what it actually says.

What we cover:

• What "trauma-informed schools" actually means in the evidence base (and what it doesn't)
• The difference between trauma-informed principles and whole-school implementation
• Why rigorous studies are harder to find than most people realize

This isn't an episode about rejecting trauma-informed practice. It's about being the person in the room who actually checked.

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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 

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All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.

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Ready to spend a few days this summer with me, geeking out over school counseling and preparing for your best year ever? Grab your ticket here before this limited-seat event sells out!

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This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.