How Educators Make Sense of Trauma and Their Role in the Implementation of the Trauma-Sensitive School Model

• In Event: Building and Sustaining Pathways and Sacred Spaces for Communities of Color in Pre-K–20 Education

Abstract

The purpose of this study was to examine the educators’ understanding of trauma and their role in a trauma-sensitive school. Drawing on data from focus groups and interviews, the findings indicated that although educators’ definitions of trauma and their understanding of its causes and effects on students were comprehensive, their sensemaking and practices emphasized regulating and controlling students emotions and behaviors. Additionally, they frequently attributed trauma to poverty and poverty culture. Educators also tended to see the school as a replacement home for students from distressed communities whom they devalued. The schools relied on practices that did not directly address students’ academic needs.

Authors

• Sheronda Witter, U.S. Department of Education
  Presenting Author

• Tamara V. Young, North Carolina State University
  Non-Presenting Author