Exploring Educator Preparedness to Respond to Youth Trauma in Urban Contexts

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-14 - Critical Examinations of Academic Persistence and Outcomes Among Students of Color

Abstract

About half of all children have experienced one incident of trauma, and almost a fourth have had at least two or more traumatic experiences. Given that students ‘educational experiences could be negatively influenced by trauma, educators play a critical role in being responsive to their students’ needs; yet, many educators are underprepared or unclear about their roles in addressing or responding to students’ trauma-related needs. I analyzed 1140 school-policy documents, as well as journals and interviews from a group of five future educators and a group of two experienced educators to better understand (a) how a school district supported its educators in responding to students who experience trauma and (b) how educators respond to students’ trauma-related needs. Findings showed that school districts might be partially responsible for not providing opportunities to broaden educators’ capacity to be responsive. I also found that developing contextual knowledge among educators contributed to feelings of preparedness. Implications for school districts, teacher educators and researchers are discussed.

Author

• Adam Alvarez, University of Pittsburgh