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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Embedding trauma‐informed practice within the education sector
Emily Berger, Karen Martin
Journal of Community & Applied Social Psychology (2020) Vol. 31, Iss. 2, pp. 223-227
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Pre-Service Teacher Preparation in Trauma-Informed Pedagogy: A Review of State Competencies
Nicole Reddig, Janet VanLone
Leadership and Policy in Schools (2022) Vol. 23, Iss. 1, pp. 17-28
Closed Access | Times Cited: 27
Experiences and support needs of teachers implementing trauma-informed practice for students with intellectual disability
Kari O’Connell, Emily Berger
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma
Lyra L’Estrange, Judith A. Howard
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 19
What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
Alisha B. Compton, Carlomagno C. Panlilio, Kathryn L. Humphreys
Child Abuse & Neglect (2023) Vol. 142, pp. 106073-106073
Closed Access | Times Cited: 8
If the Body Keeps the Score, What Happens When You Bring the Body to Work? Exploring the Health Effects of Trauma on Human Capital
Lisa Jones Christensen, Elizabeth Embry, Arielle Badger Newman, et al.
Business & Society (2024)
Closed Access | Times Cited: 2
A framework for promoting learning and development in the context of adversity: An introduction to the special issue
Carlomagno C. Panlilio, Shanta R. Dube, Catherine Corr
Child Abuse & Neglect (2023) Vol. 142, pp. 106176-106176
Closed Access | Times Cited: 6
Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma
Rebecca S. Levine, Rebecca J. Lim, Amy Vatne Bintliff
Education Sciences (2023) Vol. 13, Iss. 4, pp. 411-411
Open Access | Times Cited: 5
Childhood trauma is prevalent and associated with co-occurring depression, anxiety, mania and psychosis in young people attending Australian youth mental health services
Sarah Bendall, Oliver Eastwood, Tim Spelman, et al.
Australian & New Zealand Journal of Psychiatry (2023) Vol. 57, Iss. 12, pp. 1518-1526
Open Access | Times Cited: 5
School personnel perceptions of working conditions during a pandemic: A mixed methods study
Carianne Bernadowski, Nena Hisle
Journal of Education and Learning (EduLearn) (2023) Vol. 17, Iss. 1, pp. 158-164
Open Access | Times Cited: 2
Trauma, Policy and Teaching English Language Learners
Bria Scarff, Nathan Millar, Patricia Kostouros, et al.
Canadian Journal of Educational Administration and Policy (2023), Iss. 202, pp. 74-83
Open Access | Times Cited: 2
The absence of trauma-informed practices in the high school production process: A qualitative study
James D. Chrismon, Adam W. Carter
Youth Theatre Journal (2023) Vol. 37, Iss. 1-2, pp. 68-83
Open Access | Times Cited: 2
Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates
Maxwell Peprah Opoku, Hala Elhoweris, Ashraf Moustafa, et al.
Journal of Child and Adolescent Mental Health (2023) Vol. 35, Iss. 1-3, pp. 55-75
Closed Access | Times Cited: 2
Early school suspensions for children with adverse childhood experiences (ACEs)
Megan Bell, Rebecca Glauert, Jeneva L. Ohan, et al.
Journal of Applied Developmental Psychology (2021) Vol. 76, pp. 101300-101300
Closed Access | Times Cited: 5
Sustaining interdisciplinary work in trauma-informed education
Govind Krishnamoorthy, Kay Ayre
The Australian Educational Researcher (2021) Vol. 49, Iss. 3, pp. 529-546
Closed Access | Times Cited: 5
Affective Habit Ecologies of Writing and Trauma-Informed Composition Pedagogy
D. T. Spitzer-Hanks
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (2024) Vol. 24, Iss. 1, pp. 21-45
Closed Access
Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers
Sharon Louth, Alison Willis
Asia Pacific Education Review (2024) Vol. 25, Iss. 2, pp. 541-553
Open Access
Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools
Maxwell Peprah Opoku, Ashraf Mustafa, Enas Mohamed Abdullah, et al.
Journal of Human Behavior in the Social Environment (2024), pp. 1-22
Open Access
Competence of teachers towards managing trauma among children with disabilities in Ghana
Maxwell Peprah Opoku, Negmeldin Alsheikh, Daniel Miezah, et al.
African Journal of Disability (2024) Vol. 13
Open Access
Addressing Dissatisfaction and Building Trust in the Virtual Classroom: An Exploratory Approach
Ferne Louanne Regis
(2024), pp. 83-98
Closed Access
Global perspectives on trauma-sensitive schools: Context, challenges, and a heuristic model for future directions
Gino Casale, Friedrich Linderkamp
International Journal of School & Educational Psychology (2024), pp. 1-7
Open Access
Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices
Courtney Beers Dewhirst, Emily Spivey, Chang Sung Jang, et al.
Action in Teacher Education (2023) Vol. 45, Iss. 3, pp. 185-202
Closed Access | Times Cited: 1
Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates
Maxwell Peprah Opoku, Hala Elhoweris, Ashraf Moustafa, et al.
Journal of Child & Adolescent Trauma (2023) Vol. 17, Iss. 2, pp. 611-625
Closed Access | Times Cited: 1
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School
Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, et al.
˜The œAustralian journal of teacher education (2022) Vol. 47, Iss. 9, pp. 43-61
Open Access | Times Cited: 1
Adverse Childhood Experiences (ACEs): Translation into Action in PK-12 Education Settings
Stacy Gherardi, Sandra M. Chafouleas, Jessica B. Koslouski
Issues in clinical child psychology (2023), pp. 111-122
Closed Access
Trauma-informed education

Frontiers research topics (2023)
Open Access
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