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School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

Lay people might disagree with the ‘formal’ knowledge of medicine produced in medical schools and the internet has provided an opportunity for them to present their ideas. Attention deficit hyperactivity disorder (ADHD) is a new concept and has always been a controversial topic. Many people are presenting their views regarding ADHD on the web. This article explores a sample of ADHD‐related materials found by Google and evaluates the possible effects that different voices may have on ‘formal’ knowledge.