Addressing the Trauma of Inequity in a Baltimore City School Through a Healing Intervention

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-17 - Framing Educational (In)Equity in Baltimore: From Origins to Solutions

Abstract

Objectives
The objective of this presentation is report preliminary findings of an in-progress healing intervention designed to address issues of trauma for school staff, students and their families, and community members is a west Baltimore elementary school.

Perspective(s) or theoretical framework
Baltimore’s race and class inequities have resulting in predominantly Black and low-income communities with high trauma exposure—the consequence of environmental risk factors such as structural racism in housing, high levels of lead, police brutality, and community and interpersonal violence. Trauma exposure is increasingly recognized as compromising the health and educational outcomes of children and families in Baltimore. While public health and education policymakers recognize the presence of trauma in the lives of Baltimore’s children and communities there are few interventions being implemented that seek to build the repertoire of healing response to those exposed to trauma. This study utilizes a Healing Alchemy Ecological Intervention Model, an ecological, culturally responsive universal prevention strategy that is based on assets and strength of children and communities. This model asserts a paradigm shift that moves from trauma informed to healing promotion by repairing the breech of emotional, behavioral and spiritual connectedness that trauma inflicts. School located in neighborhoods that experience significant housing inequities should be prepared to provide both pedagogical and human services to faculty and staff that promote healing and restoration from emotional distress. This intervention builds the capacity of the school-community to promote healing.

Methods, techniques, or modes of inquiry
This study’s mixed-method approach draws from qualitative field observations, surveys, and measures including student attendance, and school and classroom climate.

Data sources
This presentation highlights the knowledge gained through the implementation of the Alchemy Ecological Intervention Model, which includes family, staff and school community capacity building, family healing circles and student healing interventions. Data are drawn from a two-year, in-progress study of an elementary charter school in west Baltimore.

Results and/or substantiated conclusions
Discussion will highlight the implementation of the healing intervention and preliminary findings about teacher, student and family healing.

Scientific or scholarly significance of the study or work
Recognizing trauma exists in the lives of students and families is not enough to support the healthy development of school-aged children and their families. This intervention proposes that building the capacity of students, families, teachers, and communities to heal following trauma exposure is a solution to improving the school’s effectiveness at transforming the lives of the students and families. The work is significant because (i) it does not simply limit the intervention to students, but begins with teachers; (ii) is culturally responsive for a predominantly low-income, African American community (iii) incorporates key elements for sustainability.

Author

• Leon D. Caldwell, The Annie E. Casey Foundation