Abstract / Summary
Abstract Background Childhood trauma is widespread, and schools increasingly serve as key settings for psychosocial support despite limited teacher preparation. Trauma-informed teaching has emerged as a comprehensive framework linking teacher competence, classroom practices, and student outcomes. Methods A PRISMA 2020-compliant systematic literature review was conducted across six databases for English-language studies (2015–2026). Study quality was appraised using the Mixed Methods Appraisal Tool, and findings were synthesized thematically and narratively. Results Forty-eight studies met the inclusion criteria, generating six themes: trauma literacy and self-efficacy, safe classroom environments, teacher–student relationships, teacher well-being, coaching and whole-school support, and equity. Trauma-informed practices integrated with social–emotional learning and sustained coaching improved student emotional resilience (g = 0.57), teacher–student relationships, and academic achievement (Hedges' g ≈ 0.27). Conclusions The Trauma-Informed Educational Support Framework integrates teacher competence, psychological safety, and social–emotional support to enhance student well-being and academic success while informing educational policy and practice.