Youth Participatory Action Research, Trauma-Informed Practices, and Disrupting Systems of Racial Injustice: A Systematic Review

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

Abstract

Objective
Trauma is a deeply subjective experience, but much of the current scholarship and practices within the field of trauma-informed education emphasizes quantitative measures with prescribed ways of knowing (e.g., Adverse Childhood Experiences). These means of collecting information can be affirming, but they do little in the way of truly engaging those who are at the center of the experience—youth in schools. Though the recent uptick in trauma-informed practice (TIP) is promising, still absent from popularized narratives are the voices of youth themselves. Thus, in this paper, we conduct a systematic review to learn how youth participatory action research (YPAR) can serve as a critical mechanism for expanding TIP and disrupting systems of racial injustice.

Theoretical Frameworks
Trauma is the response to an event, real or perceived, that disrupts functioning and overwhelms our capacity to cope (APA, 2023). Scholars have argued that conceptualizations of trauma must center those closest to the experience (Herman, 1997; Author, YEAR). To better understand trauma, we can turn to YPAR, a collaborative research process that prioritizes youth as co-researchers (Gibbs et al., 2013), seeks to foster critical consciousness, and emphasizes doing research with—instead of on—youth (Ozer & Wright, 2012). We can consider how YPAR may promote healing from trauma and dismantle racial injustice, especially for youth of color who are disproportionately impacted by systemic oppression and trauma in schools (Saleem et al., 2022).

Methods and Data Sources
We first established a transparent plan and systematic approach to explore and analyze peer-reviewed research (Onwuegbuzie & Frels, 2016; Page et al, 2021) published in the last 40 years across ERIC and PsychInfo. Using the keywords “youth participatory action research,” “trauma,” and “school”, we identified 113 peer-reviewed records. After screening for (1) research conducted in the U.S., (2) texts in English, (3) and published in peer reviewed journals, we confirmed each article referenced YPAR, trauma, and schools. In preparation for analysis, we organized eligible articles (N=22 articles) in Excel, identifying key characteristics (e.g., YPAR elements, sample characteristics). Through thematic analysis (Braun & Clarke, 2021), our central analytic question was: How does YPAR enhance understanding of trauma and healing?

Findings and Scholarly Significance
In our analysis, we generated four working themes: (1) Trauma is pervasive for youth in the U.S.; (2) YPAR can cultivate resistance spaces; (3) YPAR may support youth-centered healing by enhancing connection, identity building, and coping skills; (4) Understanding trauma can upend harmful narratives about youth in schools. That YPAR has the potential to function as a mechanism for healing as a component of TIP, particularly for youth of color, is significant. Moreover, our findings may create a foundation for ways to incorporate youth voices directly into trauma-informed educational interventions, curricula, and healing spaces. Ultimately, the need to understand trauma and healing from the perspectives of youth of color is an imperative the field of education cannot ignore.

Authors

• Adam J. Alvarez, Texas A&M University

• Addison Duane, Sacramento State University