The Covid-19 pandemic is evident to imbibe a significant impact on the nation’s education system thereby exacerbating the challenges in the grounds of mental health care. This insinuated the need for more comprehensive trauma-informed practices within school settings. The undertaken study aimed to explore the role played by the adopted trauma-informed strategies in promoting of mental health and inclusivity in the post-Covid era, taking the case of Guru Tegh Bahadur Public School (GTBPS), Durgapur. It is an inclusive school with an atomicity of over 4500 students, located in the heart of the steel plant city. Using a survey questionnaire, data is collected from around 470 students (considered as a sample) mostly from middle school (classes 6 to 8). The obtained data is then analysed to assess the effectiveness of the given methods of structured schedules, mindfulness and guided imagery activities, peer-mentoring programs, cultural and diversity awareness events, and parental involvement. Findings indicated that where majority of the responses perceived these efforts to be crucially effective post-Covid, however, a significant response number acknowledged the consistency of their impact before and after the pandemic. The undertaken study can be said to underscore the significance of trauma-informed strategies in inducing a supportive learning environment. From the given results, institutions across the nation can thrive to imbibe certain evidence-led practices into their own settings. A future roadmap is provided to recommend further improvements such as expansion of mental health resources, data-driven evaluations, teacher training programs, and stronger school-parent collaborations. Through reinforcement of such initiatives, GTBPS is expected to likely evolve and achieve its milestone for trauma-informed and inclusive educational institution. Keywords: Readiness, Trauma-Care practices, Covid-19, Mental Health Support Systems
Acharya et al. (Wed,) studied this question.