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Trauma-Informed Practice for Children and Young People with Intellectual Disabilities: A Scoping Review

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Title: Trauma-Informed Practice for Children and Young People with Intellectual Disabilities: A Scoping Review
Language: English
Authors: Claire Wilson (ORCID 0000-0003-1054-4928), Zara P. Brodie, Kirsten Russell
Source: British Journal of Educational Psychology. 2026 96(1):207-239.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 33
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Trauma Informed Approach, Children, Youth, Intellectual Disability, Barriers, Policy, Intervention, Teacher Education, Students with Disabilities, Affordances, Program Effectiveness
DOI: 10.1111/bjep.70011
ISSN: 0007-0998
2044-8279
Abstract: Background: There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population. Aim: The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation. Methods: A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach. Findings: The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy. Conclusions: The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496081
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Claire+Wilson%22">Claire Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1054-4928">0000-0003-1054-4928</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zara+P%2E+Brodie%22">Zara P. Brodie</searchLink><br /><searchLink fieldCode="AR" term="%22Kirsten+Russell%22">Kirsten Russell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):207-239.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Information Analyses
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  Data: 10.1111/bjep.70011
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  Data: Background: There is growing consensus that children and young people (CYP) with an intellectual disability are more likely to experience trauma than those in the general population, which can exacerbate their vulnerabilities and developmental challenges. Trauma-informed practices (TIPs) have been used to support those who have experienced trauma, but we need to know more about the implementation of TIPs with this population. Aim: The study aimed to synthesize research investigating TIPs for CYP with intellectual disabilities. The review examined what TIPs, policies and models have been implemented, the effectiveness of these and barriers and facilitators of trauma-informed intervention implementation. Methods: A scoping review was conducted of quantitative and qualitative research. In total, 11 studies met the inclusion criteria. Study findings were analysed using a narrative synthesis approach. Findings: The review identified several TIPs that have been used to support CYP with intellectual disability. However, limited intervention studies were found. Teacher training was discussed as a barrier and facilitator of TIP. Training is needed to enhance staff's ability, skills, and knowledge. It was also reported that adaptations to usual TIP can enhance efficacy. Conclusions: The findings have implications for research, practice, and policy. More intervention studies are needed with this population. Policymakers must recognize the importance of teacher training and take action to provide such opportunities. We also urge practitioners to make adaptations to usual trauma therapy when working with CYP with intellectual disability. In doing so, such individuals may overcome trauma-related barriers and achieve positive developmental outcomes.
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      – SubjectFull: Students with Disabilities
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