An analysis of trust-based relational intervention (TBRI) school training: Beliefs, actions, and continuity through transformational changes

Milton, Henry Scott

Item

An analysis of trust-based relational intervention (TBRI) school training: Beliefs, actions, and continuity through transformational changes

Milton, Henry Scott

Date

2025-12-09

Abstract

Trauma-informed strategies are increasingly being adopted in education to address the needs of students who have experienced difficulties. However, there is limited understanding of how trauma-informed professional development, specifically Trust-Based Relational Intervention® (TBRI®) training, affects school staff’s beliefs and practices long-term. This qualitative research explored the impact of TBRI training on 8 school personnel 9 months after their initial training through semistructured interviews and thematic analysis. The findings revealed a four-phase transformation process: (a) an emotional and cognitive disruption that challenged existing perceptions of student behavior; (b) critical reflection that shifted views on discipline through a relational lens; (c) changes in professional practices, such as implementing co-regulation techniques and mindfulness; and (d) the reintegration of new perspectives into a lasting, evolving relational educator identity. All participants continued to maintain use of the model. Participants provided insight into their journey of sustainability, continued growth in the understanding of student needs, and ways they created supportive environments that fostered shared language and co-regulation. This study contributes to the literature on trauma-informed educational change, emphasizing that lasting impact necessitates transformation at both individual and systemic levels. Recommendations include enhancing reflective practices, incorporating TBRI into school policies, and promoting adult regulation for relational safety.