Race, Trauma, and Education

Alvarez, Adam; MilnerIV, H. Richard; Delale-O’Connor, Lori

doi:10.1007/978-94-6300-585-2_3

Cited by 16 publications

(3 citation statements)

References 24 publications

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“…The level of adversity revealed in this study highlights the importance of trauma-informed, relationship-based and culturally/race aware approaches, in advance of, and at the point of, school discipline (Alvarez et al, 2016;Anyon et al, 2018;Sanders et al, 2021;Welsh & Little, 2018). Insufficient focus on expanded forms of adversity and the diverse ways that students are coping may hamper appropriate identification of trauma or adversity in students (Bailey et al, 2014;Sanders, 2022).…”

Section: Discussionmentioning

confidence: 86%

“…The ways in which trauma or adversity is acknowledged or contextualized renders certain forms of trauma unrecognizable, for example, racism and poverty (Alvarez et al, 2016). Moreover, acknowledging trauma when an individual identifies categorizable distress or symptomology rather than based on exposure to an adverse experience may result in underidentification of important experiences.…”

Section: Trauma and Adverse Childhood Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2022

Traumatology

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This constructivist grounded theory study aimed to explore adverse experiences among students who are disciplinarily excluded in Ontario, Canada. Participants (n = 31) were recruited through suspension and expulsion programs across two school boards in urban and urban emergent areas of Southern Ontario. Fifteen students were interviewed, (male, n = 11; Black, n = 10; identified as having special education needs, n = 9) and 16 multidisciplinary staff. Students had consistently experienced multiple and diverse forms of adversity. Of particular note were expanded forms of adversity which included school and community violence and systemic racism and inequity. Experiences of adversity are rarely explicitly identified among students who have been suspended or expelled, particularly expanded forms. Important experiences are not conventionally acknowledged as adversity, and certain students are not viewed as traumatized by their experiences. The findings indicate a need for trauma-informed and culturally/race aware school and disciplinary approaches, research on adversity within disproportionate disciplinary, and consistent acknowledgment of expanded forms of adversity, particularly among this group of students, in research and practice.

show abstract

Section: Discussionmentioning

confidence: 86%

Section: Trauma and Adverse Childhood Experiencesmentioning

confidence: 99%

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Sanders¹,

Mishna²,

Fallon³

et al. 2022

Traumatology

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show abstract

“…Because previous research suggests that ACEs are related to STS due to retraumatization (Butler et al, 2018), our findings may point to racially minoritized school personnel being at greater risk of experiencing STS. This high risk is also compounded by racially minoritized school personnel working within school systems that are potentially racially traumatizing (Alvarez et al, 2016), suggesting that racially minoritized school personnel are at risk of facing new symptoms of trauma as well as symptoms that may rekindle from previous negative experiences.…”

Section: Profile Membership By Demographic Variablesmentioning

confidence: 99%

Correlates of adverse childhood experiences and secondary traumatic stress in school personnel.

Knox,

Cryer-Coupet,

Golden

et al. 2023

School Psychology

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Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

Saleem

Howard

Langley

2021

Psychology in the Schools

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Youth of color are disproportionately impacted by stressful and traumatic life events, including race‐based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school‐based trauma models. Thus, we propose the School Trauma and Racial Stress (STARS) blueprint, focused on RST across three levels of the school ecology. By building upon and expanding the Substance Abuse and Mental Health Services Administration recommendations regarding trauma‐informed approaches (2014), the STARS blueprint applies a multilevel approach to acknowledging and addressing RST within schools. This integrated framework is a call to action across the school ecology, with the goal to increase recognition of RST within school‐based trauma‐informed approaches and to build racial equity and healing for students of color in K‐12 schools. Practical applications for schools are discussed.

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Race, Trauma, and Education

Cited by 16 publications

References 24 publications

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Experiences of adversity among high school students who have been suspended or expelled: Systemic racism, inequity, school and community violence.

Correlates of adverse childhood experiences and secondary traumatic stress in school personnel.

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing

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