July 31, 2025British Journal of Educational PsychologyOpen Access

Trauma‐informed practice for children and young people with intellectual disabilities: A scoping review

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Children and young people with intellectual disabilities are at increased risk of experiencing trauma.
Trauma-informed practices have been identified as beneficial but require further investigation through intervention studies.
Teacher training emerged as a significant barrier and facilitator for implementing trauma-informed practices.
Adapting usual trauma therapy can improve efficacy and help children overcome trauma-related challenges.

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Implication

Scoping review synthesizes research on trauma-informed practices for children with intellectual disabilities, highlighting barriers and facilitators to effective intervention implementation.

Cite This Study

Wilson et al. (2025) studied this question.

synapsesocial.com/papers/689a0c5fe6551bb0af8cf739 https://doi.org/10.1111/bjep.70011

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Implication

Scoping review synthesizes research on trauma-informed practices for children with intellectual disabilities, highlighting barriers and facilitators to effective intervention implementation.

Trauma‐informed practice for children and young people with intellectual disabilities: A scoping review

Key Points

Discussion

Implication

Cite This Study

Trauma‐informed practice for children and young people with intellectual disabilities: A scoping review

Key Points

Discussion

Implication

Cite This Study

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