A Culturally Responsive, Equity-Centered, and Trauma-informed Professional Development Model

• In Event: Rethinking “Trauma-Informed” Education to Consider Race/ism and Youth Perspectives

Abstract

Purpose
Discussions of trauma-informed education rooted in racial equity have gained momentum in recent literature (Author, 2022; Blitz et al., 2020; Saleem et al., 2021). However, limited research exists on the application of race-conscious trauma-informed professional development (PD) for educators of racially/ethnically marginalized students (Author et al., 2023). Therefore, this exploratory study describes the influence of a race-conscious trauma-informed professional learning experience with educators of majority-Black students.

Theoretical Framework
This research builds on a multidimensional, culturally responsive, and equity-centered trauma-informed PD model established by Author et al. (2023). The model incorporates culturally responsive pedagogy and teaching (Gay, 2002; Hammond, 2015; Ladson-Billings, 1995) along with culturally responsive and equity-centered trauma-informed approaches (Pickens, 2020; Venet, 2021). It includes critical discourse focus group sessions and three content modules, covering topics like general trauma, racial stress and trauma, and asset-based lenses. The model also involves coaching and training in trauma-sensitive student activities for classroom implementation. Additionally, educators engage in critical reflection through individual journal reflections to process their learning experiences. The interplay among these model components enhances educators' understanding of racial trauma, improves teacher-student interactions, and empowers educators as proactive advocates for racially equitable schools.

Methods & Data Sources
The study took place in a university-community partnership with a southeastern public charter high school serving mostly Black students. Four Black educators (three teachers and a school nurse) from the school participated in a trauma-informed professional development fellowship based on the previously mentioned culturally responsive and equity-centered trauma-informed PD model. The fellows attended three critical discourse focus groups tailored to their school's context. They also submitted 16 journal reflections (four each). Last, the fellows participated in an exit focus group to share their overall perceptions of the trauma-informed professional development fellowship.

Findings
Preliminary thematic analysis indicates that the trauma-informed fellowship led to: (a) the formation of a trauma-informed critical affinity group for educators, (b) exploration of educators' internalized savior complexes, and (c) personal self-discovery journeys. Through engaging in critical discourse focus groups, fellows developed a critical affinity group (Kulkarni et al., 2022) to collectively process their racial stress and trauma. Educators also recognized and challenged their savior complex, despite sharing a racial background with most students (Emdin, 2016). Furthermore, journal reflections highlighted how the fellowship facilitated self-discovery and inspired personal and professional transformation.

Significance
Race-conscious trauma-informed professional learning fosters racial equity by nurturing culturally responsive and trauma-informed urban educators (Author, 2023), and specifically provides Black educators opportunities to enhance their racial, cultural, and social consciousness individually and collectively. This trauma-informed model should be translated into practices that create a "third space" (Gutierrez et al., 2008) for students of color, enabling them to amplify their voices and develop critical consciousness regarding racial stress and trauma. Establishing a culturally responsive and trauma-informed third space, whether in collaboration with peers or educators, empowers students to challenge racial inequitable systems and attain a socially just education.

Author

• Jasmine Haynes, University of North Florida