A Framework for Race‐Related Trauma in the Public Education System and Implications on Health for Black Youth

Abstract

BACKGROUND A combination of increased suicide in the past decade, documented high rates of anxiety and depression, and the preponderance of other behavioral and emotional regulation challenges place black youth at risk for school suspension and involvement in the juvenile justice system. Pointing to deficits in black youth and their families negates how forces of racism, whether unconscious or conscious, can disrupt well‐being. METHODS A framework for race‐related trauma in the public education system illustrates the interplay between macro‐level forces, such as institutional and symbolic racism, and micro level forces of racism such as racial discrimination and violence. Identifying causal links between these forces and adverse academic and health outcomes for black youth can inform interventions and strategies to reduce race‐related trauma. RESULTS The framework for race‐related trauma is a multi‐level analysis of racism and recognizes school districts facing economic restraints and school personnel turnover may face significant challenges in designing intervening strategies. CONCLUSION The framework guides change effort towards improving school climate and culture through preparing school professionals to meet the diverse needs of youth, strengthening family and community collaboration, and tackling those policies and behaviors that exclude and disconnect black youth.

A Longitudinal Test of a Feminist Pathways Model Among Black Youth: Incorporating Racial Discrimination and School Difficulties

“…The inclusion of each of these potential risks is important given work showing their close connection (Crenshaw et al, 2015;Morris, 2016;Unnever et al, 2016) as well as independent influences on crime (Evans et al, 2019;Watts, 2017). Others have discussed racial discrimination as a form of trauma (Henderson et al, 2019), and our results provide some evidence that this experience has similar effects to other early life adversities (i.e., abuse) discussed in feminist pathways literature (Chesney-Lind, 2006;Holsinger, 2000). Our findings also highlight that, as Arnold (1990) discussed, dislocation from social institutions such as school represents a meaningful link between early adversity and criminal behavior.…”

A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

“…Teachers may hold implicit biases or explicit stereotypical beliefs regarding students' strengths and weaknesses, which can influence their expectations for students and negatively affect relationships 35,36 . In addition, systemic discrimination and racism impact school practices and policies, which affect the context where individual relationships develop 37 . Thus, in addition to targeting the ninth‐grade transition, addressing racial inequities in relationship quality is another critical issue in the need for intervention.…”

“…This study represents the ongoing efforts among school researchers and practitioners to ensure interventions are designed and delivered in ways to address longstanding disparities for students of color. Without an intentional focus on racial equity, there is a risk that well‐intended programs/practices do not address the backgrounds of students of color 37 and continue to advantage more privileged students who already have adequate health, wellbeing, and performance in school 87,88 . Highlighting the perspectives of diverse stakeholders when developing and testing interventions can ensure they are designed and refined in developmentally and culturally responsive ways 49 .…”

“They Try and Break Us But They Can’t”: The Cultural Ethos Youth of Color Engage and Rely on to Persevere and Navigate Racial Stressors in the U.S. Public Education System

“…Youth of color are resilient because they exist in a context of racism that has a negative impact on their daily living, their families, and communities in both systemic and interpersonal ways (Henderson et al, 2019). Acknowledging how a history of racism enacted in the public education system in the United States and its harm on the psyches and bodies of youth of color requires investigating coping with racial stressors from an adaptive and socioecological context.…”

“…Youth of color endure racial stressors in the U.S. public education system (Henderson et al, 2019; Hope et al, 2015; Umaña-Taylor, 2016). For instance, public schools continue to enforce school policies that disproportionately discipline youth of color and use discretionary referral practices to exclude them from gifted programs (Diamond, 2006; Kohli et al, 2017; Skiba et al, 2011; Umaña-Taylor, 2016).…”