Despite the plethora of research highlighting the adverse impacts on children's social emotional, behavioral, and physical wellbeing, children impacted by trauma are among the least likely to receive mental health services. Schools have been identified as a promising setting for early prevention and intervention, with evidence-based strategies such as universal screening, helping to connect students with timely mental health supports. However, less is known about the use of universal screening practices specifically for children who have experienced trauma. This study examined how a specific four-stage universal screening process, can be utilized to identify, and connect students who have been impacted by trauma with a school-based intervention program (i.e., CBITS). Using a mixed-methods approach, the study examined student participation (survival analysis) and the implementation determinants and strategies that facilitate the universal trauma screening process (focus groups) within two "high participation" and two "moderate participation" schools. Findings from the survival analysis aimed to assess student "exit" rates across the four-stage universal screening process, did not demonstrate a significant difference in student participation across high versus moderate participation schools across the four-stages of the universal screening process. Using an exploratory, qualitative descriptive study-approach (Kim et al., 2017), the qualitative focus group data highlighted subtle differences in the top barriers and facilitators identified across schools. For example, although both school groups identified competing school demands as the top barrier, high participation schools tended to focus more on the lack of resources, whereas moderate participation schools were more focused on scheduling logistics. Across all groups, the most common implementation strategy included modifications to the screening process and timeline. Limitations, future research directions, and practical implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]