French version of the Questionnaire for Trauma-Sensitive care in Schools

Abstract

Objective: This study translates, culturally adapts, and validates the French versions of two instruments: the QACST-SE (Questionnaire d’Évaluation des Soins Sensibles au Traumatisme – Système Éducatif), originally developed in Portuguese, and the STRS (Student–Teacher Relationship Scale). Method: A cross-sectional online survey is conducted with 820 education professionals in France, including teachers, principals, school psychologists, and counselors. Psychometric analyses include internal consistency, exploratory and confirmatory factor analyses, and convergent validity between the two instruments. Results: Confirmatory factor analysis confirms the expected four-factor model of the QACST-SE (Training, Policies and Practices, Supervision, Physical Environment), with satisfactory fit indices (CFI = .95, TLI = .94, RMSEA = .05). Internal consistency is excellent across subscales (α = .887–.975). The STRS replicates its two-factor structure (Closeness, Conflict) with good reliability (α = .815 and α = .873). However, correlations between the QACST-SE and STRS are weak and non-significant, suggesting that the two scales capture distinct but complementary levels of analysis. Sociodemographic analyses show modest effects of age and professional role, with older and more experienced participants reporting lower trauma-sensitive practices, particularly in training. Conclusion: The French adaptations of the QACST-SE and STRS demonstrate robust psychometric properties and provide reliable instruments for assessing trauma-sensitive organizational practices and teacher–student relationship quality in francophone educational contexts. Their complementarity lies in bridging institutional and relational perspectives, offering valuable tools for research, prevention, and educational policy.