Trauma-informed school practices are interventions intended to mitigate the effects of traumatic experiences that hinder students' abilities to learn and experience success in school settings. This quantitative comparative study aimed to examine archival data on the impact of trauma-informed school practices on middle school students' grade point averages, attendance, and social-emotional growth in a southeastern Oklahoma rural school district. The five components of CASEL's (2014) theoretical framework--self-awareness, self-management, relationship skills, responsible decision-making, and social awareness--explained the differences in positive educational outcomes before and after implementing a trauma-informed school practices program. Educators used the Pearson PsychCorp SSIS SEL Edition Screening/Progress Monitoring Scales assessment to rate students in five social-emotional and three academic categories. Repeated measures ANOVA data analysis compared student measures for grade point averages, attendance, and social and emotional learning before and after students experienced a trauma-informed school environment. Data analysis revealed that trauma-informed school practices positively impacted students' grade point averages, reading skills, math skills, motivation to learn, self-awareness, and self-management. However, trauma-informed school practices did not positively impact students' attendance, relationship skills, responsible decision-making, or social awareness. COVID-19 presented challenges for the study. Other factors, such as unequal access to quality training for teachers and lack of fidelity in delivering trauma-informed interventions, were identified as possible limitations of the study. [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.]