A trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social–emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting trauma-impacted children. Because existing research on SEL programs has predominantly focused on student well-being, there is a paucity of research examining teacher outcomes and the integration of a trauma-informed framework. The purpose of the study was to investigate the benefits of trauma-informed training and MindUP delivery on educator attitudes and burnout. Intervention educators received trauma-informed and MindUP training and implemented MindUP in their classrooms. Comparison educators did not participate in training and taught their usual curriculum. We compared trauma-informed attitudes and burnout levels among 112 educators (n = 71 intervention, n = 41 comparison) using the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory. Pre- and post-intervention quantitative data were augmented by qualitative focus group data. Results showed that educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and overall scores on the ARTIC scale. Greatest improvements in self-efficacy and personal accomplishment were observed among educators who implemented MindUP for two consecutive years. These findings were supported by focus group data. Our results show that infusing trauma-informed training with an existing mindfulness-based SEL intervention may encourage teachers to embrace trauma-sensitive attitudes and reduce burnout.

Objective: To estimate the minimum clinically important difference (MCID) for the parent‐reported 55‐item Quality of Life in Childhood Epilepsy Questionnaire (QOLCE‐55) and its shortened 16‐item version, QOLCE‐16.Methods: Data came from 74 children with epilepsy (CWE) (ages 4–10, mean age = 8 [SD = 1.8]) enrolled in the Making Mindfulness Matter in Epilepsy (M3‐E) trial, a pilot, parallel randomized‐controlled trial of a mindfulness‐based intervention. Both anchor‐based and distribution‐based methods were used to estimate MCID values for the QOLCE‐55 and QOLCE‐16. For the anchor‐based approach, the Patient Centered Global Ratings of Change (PCGRC) scale and linear regression analysis were used to estimate the MCID. For the distribution‐based approach, .5 SD of the health‐related quality of life (HRQOL) change score distribution was used to estimate the MCID.Results: For the QOLCE‐55, the MCID obtained using an anchor‐based approach was 10 points and using a distribution‐based method was 6 points. For the QOLCE‐16, the MCID obtained using an anchor‐based method was 13 points and using a distribution‐based method was 7 points.Significance: This is the first study to estimate MCID values for the QOLCE‐55 and the QOLCE‐16. It has been well documented that CWE are at risk of experiencing psychological, behavioral, and cognitive impairments, which can negatively impact their HRQOL. Reporting MCID values for the QOLCE‐55 and QOLCE‐16 is important in determining whether changes in HRQOL observed are meaningful to CWE themselves, as a key factor in shaping the nature of epilepsy care delivered.

Background/Objective: In 2022, WHO’s Member States approved The Intersectoral Global Action Plan on Epilepsy and other Neurological Disorders (IGAP), endorsing a comprehensive, coordinated, intersectoral response to reduce gaps in epilepsy knowledge and treatment. Given the importance of IGAP...