Abstract
<title>Abstract</title> <p>Growing awareness of the impact of trauma and adverse childhood experiences (ACEs) has increased interest in trauma-informed practices in school settings. Schools serving vulnerable populations, including students from low-income communities, racially and ethnically marginalized groups, and newcomer populations, are increasingly implementing such interventions to address mental health needs and foster supportive learning environments. However, implementation processes and outcomes vary across contexts. This scoping review, guided by PRISMA-ScR guidelines, examined the characteristics and outcomes of trauma-informed school based interventions. A systematic search of PsycINFO, PubMed, Scopus, ERIC, and Web of Science identified studies published between 2015 and 2025. Following screening, 16 articles met inclusion criteria. Data extracted included study design, population characteristics, intervention type, delivery format, duration, and reported outcomes. Interventions ranged from whole-school models to targeted group and individual programs, primarily in public schools serving vulnerable populations. Most studies reported positive or mixed outcomes, including reductions in trauma-related symptoms, depression, and anxiety, and improvements in socioemotional functioning, classroom behavior, and school climate. Whole-school and multi-tiered approaches showed particularly promising results. Despite these findings, implementation challenges, including limited resources, staff turnover, and sustainability constraints, were frequently reported. Strengthening implementation support and promoting culturally responsive adaptations are critical to enhancing the long-term impact of trauma-informed school-based interventions.</p>