Trauma-sensitive practice for system and school leaders

Last updated: October 3, 2026

Resources for school and system leaders to increase understanding about building and/or sustaining trauma-sensitive practice.

Trauma-sensitive schools and districts

Trauma-sensitive school boards build upon the foundations of mentally healthy schools by supporting schools and staff to intentionally create predictable, welcoming and inclusive environments that promote healing, well-being and academic success. 

Trauma-sensitive practice is not just a set of strategies, but a mindset. It supports educators and staff to consistently respond with calm, compassion and connection. 

The resources below were designed to increase understanding related to the school and system leader’s role in building and/or sustaining trauma-sensitive practice.

Why system and school leaders? 

System and school leaders have a critical role in championing trauma-sensitive practice. Leaders lay the foundation for mentally healthy schools and systems that allow trauma-sensitive practices to be consistent, equitable and effective for all. 

Their leadership directly influences the conditions that shape student experience in classrooms. Leaders set the tone by prioritizing safety, belonging and well-being for staff and students, through their decisions, actions and communication.  Leaders also model calm, regulated and relational responses. 

These resources support school and system leaders in building trauma-sensitive practices that complement board and school mental health strategies and action plans.

For system leaders

System leaders can use the Trauma-Sensitive Practice Desk Reference to better equip them in building their knowledge to further support school leaders in leading trauma-sensitive schools.

Six Guiding Principles: Deepening Trauma-Sensitive Practice for System Leaders supports system leaders to deepen their understanding and commitment to trauma-sensitive practice throughout their work within the board. The six trauma-sensitive principles are reviewed further, highlighting key leadership considerations and offering guiding reflection questions to support thoughtful implementation and decision-making. 

For school leaders

Developed by principals and vice-principals, for principals and vice-principals, in collaboration with School Mental Health Ontario and Ontario’s three principal associations (Ontario Principals’ Council (OPC), Catholic Principals’ Council of Ontario (CPCO), and Association des directions et directions adjointes des écoles franco-ontariennes (ADFO), this resource is designed to support school leadership in implementing trauma-sensitive approaches within school communities.

The Guide for Trauma-Sensitive School Leaders can be used as an individual or team reflection tool. The accompanying PowerPoint presentation is intended to support professional learning and discussion with school staff.

For system and school leaders

It Starts With Staff: Deepening Trauma-Sensitive Practice for System and School Leaders reviews some foundational background knowledge regarding the impact of trauma on child development so that school and system leaders are better equipped to implement and respond with trauma-sensitive practices. 

A Shared Responsibility: Deepening Trauma-Sensitive Practice for System and School Leaders across the Multi-Tiered System of Support explores roles and responsibilities across the continuum of care, from foundational trauma-sensitive practices that support all students to more targeted interventions and community-based services for students requiring additional support. Each role contributes to creating safe, connected and responsive environments where students can develop skills, access support and thrive.