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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study
Sue Kim, Claire V. Crooks, Karen Bax, et al.
School Mental Health (2021) Vol. 13, Iss. 1, pp. 55-68
Open Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Interventions to Teacher Well-Being and Burnout A Scoping Review
Pauliina Avola, Tiina Soini, Anne Jyrkiäinen, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 3
Implementing Trauma-Informed Care—Settings, Definitions, Interventions, Measures, and Implementation across Settings: A Scoping Review
Lene Lauge Berring, Tine Holm, Jens Peter Hansen, et al.
Healthcare (2024) Vol. 12, Iss. 9, pp. 908-908
Open Access | Times Cited: 13
Mindfulness and Other Simple Neuroscience-Based Proposals to Promote the Learning Performance and Mental Health of Students during the COVID-19 Pandemic
Gonzalo Tortella, Amedea B. Seabra, Jorge Padrão, et al.
Brain Sciences (2021) Vol. 11, Iss. 5, pp. 552-552
Open Access | Times Cited: 45
Implementing online social-emotional learning programs for K-12 leaders: A focus on professional development for teachers
Emily Mulvihill
International Journal of Professional Development Learners and Learning (2025) Vol. 7, Iss. 1, pp. e2506-e2506
Open Access
The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma: Lessons Learned
Kristi Perryman, Timothy Schoonover, Hailey Thomas Frost
Journal of Child & Adolescent Trauma (2025)
Open Access
Advancing Trauma‐Informed Care System‐Change in Disability Organizations: A National Learning Collaborative
John M. Keesler, Jade Presnell, Steven M. Brown
Journal of Policy and Practice in Intellectual Disabilities (2025) Vol. 22, Iss. 1
Open Access
Bergen Burnout Inventory: Adaptation and Psychometric Evidence in Brazilian Workers
C. Lopes, Paulo Gregório Nascimento da Silva, Paloma Cavalcante Bezerra de Medeiros, et al.
Revista de Gestão Social e Ambiental (2025) Vol. 19, Iss. 4, pp. e011786-e011786
Closed Access
Teachers’ self-efficacy beliefs about trauma-informed education practices
Michael Witter, Tom Brunzell
International Journal of Educational Research (2025) Vol. 131, pp. 102589-102589
Open Access
Trauma-Informed Healthcare Leadership? Evidence and opportunities from interviews with leaders during COVID-19
Sonia Rose Harris, Alexis Amano, Marcy Winget, et al.
BMC Health Services Research (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study
Justin MacLochlainn, Karen Kirby, Paula McFadden, et al.
Journal of Child & Adolescent Trauma (2022) Vol. 15, Iss. 3, pp. 925-941
Open Access | Times Cited: 13
Cultural Adaptation of an Educator Social–Emotional Learning Program to Support Indigenous Students
Anisa N. Goforth, Lindsey Nichols, Jingjing Sun, et al.
School Psychology Review (2022) Vol. 53, Iss. 4, pp. 365-381
Closed Access | Times Cited: 13
International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles
Karen Martin, Madeleine Dobson, Kate Fitzgerald, et al.
The Australian Educational Researcher (2023) Vol. 51, Iss. 4, pp. 1445-1468
Open Access | Times Cited: 7
Nurturing child social-emotional development: evaluation of a pre-post and 2-month follow-up uncontrolled pilot training for caregivers and educators
Ruth Speidel, Tracy K. Y. Wong, Redab Al‐Janaideh, et al.
Pilot and Feasibility Studies (2023) Vol. 9, Iss. 1
Open Access | Times Cited: 7
What We Don’t Know Really Will Hurt Us: Examining Trauma Awareness Knowledge, Strategies, and Training in Ireland’s Early Childhood Education and Care Profession
Catherine Sheehan, Judith E. Butler, Cian O’Neill
Education Sciences (2024) Vol. 14, Iss. 7, pp. 704-704
Open Access | Times Cited: 2
Trauma-Informed Attitudes, Teacher Stress, and Expulsion Decision Risk in Preschool Classrooms
Alysse M. Loomis, Carlomagno C. Panlilio
School Mental Health (2022) Vol. 14, Iss. 4, pp. 918-932
Closed Access | Times Cited: 11
Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.
Glenys Oberg, India Bryce
˜The œAustralian journal of teacher education (2022) Vol. 47, Iss. 2, pp. 76-101
Open Access | Times Cited: 10
The Courage to Care: Teacher Compassion Predicts More Positive Attitudes Toward Trauma-Informed Practice
Catriona O’Toole, Mira Dobutowitsch
Journal of Child & Adolescent Trauma (2022) Vol. 16, Iss. 1, pp. 123-133
Open Access | Times Cited: 10
Social-Emotional Learning for Teachers
Madora Soutter
Journal of Teaching and Learning (2023) Vol. 17, Iss. 1, pp. 7-30
Open Access | Times Cited: 5
Trauma-Informed Librarianship: Guidance for Libraries with and Without Social Workers
Elizabeth A. Wahler
Journal of the Australian Library and Information Association (2023) Vol. 72, Iss. 4, pp. 452-471
Closed Access | Times Cited: 5
Changes in demands and resources faced by the early childhood education workforce due to COVID-19
Charlotte V. Farewell, Jennie Quinlan, Lisa Gonzales, et al.
Journal of Early Childhood Research (2022) Vol. 21, Iss. 1, pp. 63-75
Open Access | Times Cited: 8
An Examination of Self-Care Research in School Psychology
Stephanie Y. Flood, Shanye Phillips, Kristyn Goodwin, et al.
Contemporary School Psychology (2023)
Closed Access | Times Cited: 4
Transforming trauma-informed understanding into trauma-informed practice: The Reflective Circle Education Model
Anne Southall, Lindy P. Baxter, Fiona Gardner
Australian Journal of Education (2023) Vol. 67, Iss. 1, pp. 62-75
Closed Access | Times Cited: 4
A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping
Alysse M. Loomis, Devon Musson Rose
Children and Youth Services Review (2024) Vol. 166, pp. 107963-107963
Closed Access | Times Cited: 1
Attending to Race in Teacher Well-Being Interventions: A Systematic Review and Recommendations
Camilla Mutoni Griffiths, Francis A. Pearman, Kristen E. O’Sullivan, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 1
Implementation of a teacher‐led mindfulness program in a low‐income pre‐ and early‐elementary school as part of a trauma‐responsive, resilience‐building community initiative
Lindsey King, Carol Lewis, Donna M. Ritchie, et al.
Journal of Community Psychology (2021) Vol. 49, Iss. 6, pp. 1943-1964
Closed Access | Times Cited: 10
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