Tools & Resources

Program Guide

The TIPPS Elementary, Middle, and High School Program Guide describes a system framework for trauma-informed schools and offers a series of guiding principles and strategies that align with 10 TIPPS pillars, which are based in research on adversity and resilience. This guide gives school and district leaders, teachers, and other professional staff a comprehensive overview of the principles, practices and strategies that support trauma-informed schools.

Click here to be redirected to the website where you can download the program guide for free.

Online Modules

The TIPPS online modules provide a self-directed online learning experience for K-12 school professionals. The modules feature videos, activities, and resources that provide learners with a better understanding of trauma and how they can contribute to creating safe, nurturing, and inclusive trauma-informed learning environments. After completing the modules, learners will be equipped with the knowledge and skills to implement trauma-informed programs and practices in their schools.

Click here to learn more about the TIPPS online modules

A teacher points out something to a student on her work.

White Paper

The TIPPS white paper gives a brief overview of adversity, trauma, and resilience and the benefits of a systems-wide approach to actualizing equity by addressing trauma. It also introduces the TIPPS framework, 10 core pillars for implementing trauma-informed programs and practices, and some of the science related to adversity and resilience that informs the TIPPS approach.

10 Core Pillars Poster

This poster provides a quick summary of the 10 principles for developing trauma-informed schools. We think of these as “pillars” of a trauma-informed approach. These 10 areas of focus are intentionally broad to allow schools to customize them to best fit their specific settings.


Price, D., Robinson, Y., Riley, H., Ribaudo, J., Giang, C., Herrenkohl, T., & Miller, A. (2023). Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts. OBM Integrative and Complementary Medicine, 8(4), 1-14.

Herrenkohl, T. I., Hong, S., & Verbrugge, B. (2020). Advancing Trauma-Informed Programs in Schools to Promote Resilience and Child Well-Being. APSAC Advisor, 32(1), 9–16.

Herrenkohl, T. I., Hong, S., & Verbrugge, B. (2019). Trauma‐informed programs based in schools: Linking concepts to practices and assessing the evidence. American Journal of Community Psychology, 64(3-4), 373-388.

Additional Resources

Educator Compassion Fatigue Assessment & Self Care Plan – Credit: Angela Blood Starr