Examining the Well-Being of Court-Involved, Female Youth Exposed to a Trauma-Informed Teaching Intervention

Background and Purpose: Court-involved youth, many of whom come from racial/ethnic minority backgrounds (Brandt, 2006; Lawrence & Hesse, 2010; USDHHS, 2013), encounter trauma and other unique challenges to their development (Pecora et al., 2005) and academic success (Burley & Halpern, 2001; Courtney et al., 2001; Courtney, Terao & Bost, 2004).  Traditional school responses to these students further complicate their challenges (Cole et al., 2005), yet little research has evaluated alternative, trauma-informed educational interventions. To fill this gap, this study assesses the well-being of court-involved, female students in a trauma-informed school setting.  The primary research questions are: (1) Do students exposed to a trauma-informed teaching intervention demonstrate significant changes in trauma symptomology and self-esteem? (3) Can changes in trauma symptoms be predicted by students’ self-esteem?

Methods: Pre/post-test data were collected and maintained by the school over three consecutive school years (2012-2015), using standardized measures (CROPS- Child Report of Post-traumatic Symptoms; RSE- Rosenberg Self-Esteem Scale) to assess students’ trauma symptoms and self-esteem before and after each school year.  Participants included all students enrolled between September 2012 and June 2015 at a public, single-gender, strict discipline academy high school that exclusively serves court-involved, female students.  Participants (109 completed both pre- and post-tests) were primarily African American (63%), followed by White (17%), and other races (20%) and ranged in age (14 to 18) and grade (9^th to 12^th). 

For question 1, paired sample t-tests were used to examine differences between students’ CROPS and RSE scores before and after the intervention.  Effect sizes (d) were calculated using Cohen’s d.  For question 2, the mean difference in students’ CROPS scores between pre- and post-tests was used to create a dichotomous variable, comprised of all students who experienced a change at or above the mean difference versus all other students.  Then, a logistic regression was used to identify whether self-esteem could predict outcomes in CROPS score change, while controlling for race and grade level.

Results: There was a statistically significant decrease from CROPS pre-test (M= 37.60, SD= 14.47) to post-test (M= 27.92, SD= 17.95); t(108) = 6.07, p < .01.  A Cohen’s d of 0.60 demonstrated a medium effect size.  RSE scores did not statistically significantly change.  The average change in students’ CROPS scores between pre- and post-tests was 9.7 points, and self-esteem demonstrated a statistically significant influence on CROPS score change; χ² (3, N=109) = 7.80, p = 0.05.  The likelihood of a student experiencing an average or above average reduction in trauma symptoms was 10% higher for each 1 point increase in self-esteem score. 

Conclusions and Implications: Students experienced significant reductions in PTSD symptoms and self-esteem was a significant predictor of this decrease. While some limitations exist, this study provides promising data to support trauma-sensitive school practices.  Additionally, school policies and practices should address students’ socioemotional skill-building to increase protective factors, such as self-esteem, that contribute to trauma symptom reduction.  Such investments may ensure that all youth, even foster care and juvenile justice youth, have the opportunity for healthy development in supportive school environments.