This paper is a project report of a policy analysis of educational policies aligned to standards set forth for trauma-informed school districts. Current state policies, mandates, and/or frameworks are under development, and in some states, non-existent. More often than not, expectations regarding trauma-informed implementation in the school setting is vague, non-existent or difficult to find. Research provides strong links between student trauma and achievement. Informed school leaders understand the importance of identifying and supporting students of trauma but need research-based resources. The purpose of this project was to provide recommendations to state policy makers, department of education officials and educational readers regarding what states should include in their state policies, mandates, and/or frameworks. The project team conducted a review of literature regarding best practices for trauma-informed schools. Four standards and 14 indicators for analyzing state policy emerged from the literature and were strengthened with the feedback from an expert panel. The team analyzed the policies, mandates, and/or frameworks of the 10 states recommended by experts and reported an overall analysis of its findings by state and by indicator. The project revealed there were discrepancies among the team-selected states in what they determined to be necessary information regarding development and implementation of trauma-informed policies, mandates, and/or frameworks. Most states are not implementing research-based best practices to identify students of trauma but are battling the overwhelming need for mental health services. The project also revealed most states have a broad generalization of a trauma-informed school framework, but no common language, funding, professional development, or collaboration with outside agencies is present. None of the team-selected states met all 14 indicators, including those states considered to be "premier" states in their movement toward becoming trauma-informed. The project team made recommendations to improve development, implementation, and evaluation of state trauma-informed policy, mandates, and/or frameworks. State education officials must make an intentional effort to identify, support, and evaluate students of trauma for wrap around supports to increase student achievement. State education officials must also make a trauma-informed school approach a priority and communicate its importance to district leaders. [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.]