Exploring Public Schools as a Primary Setting for Early Prevention in Rural Areas: A Qualitative Approach to Strengthening the Trauma-Informed Elementary Schools (TIES) Program

Abstract

Abstract Trauma-Informed Elementary Schools (TIES) is a pilot program designed to bring trauma-informed services to early elementary schools in a rural state. Although two sequential TIES pilot studies found significantly positive outcomes in cultivating a trauma-sensitive school climate and culture, the program has been limited to a few schools and has not yet been assessed for broader impact on primary stakeholders. The current study explored stakeholders’ input in development of a comprehensive intervention plan by identifying the benefits and challenges of implementing the program and contributing their perspectives on strengthening the program. The study also explored the challenges of implementing the TIES program during the COVID-19 pandemic to optimize the program for its unique rural environment. Fourteen semistructured interviews were conducted via Zoom or in person. Two coauthors primarily used thematic analysis to categorize findings from transcribed interviews with NVivo. The participants identified positive impact of the program on children’s socioemotional learning and support with special attention to children in need and the overall improvement of general educational tasks for all children as a whole classroom. The results highlight the importance of the program as perceived by primary stakeholders and provide specific suggestions for improvement.