Rethinking “Trauma-Informed” Education to Consider Race/ism and Youth Perspectives

Session Type: Symposium

Abstract

Rooted in concerns about the ways dominant understandings of “trauma-informed” educational theory, research, and practice limit consideration of systems of oppression (i.e., racism), youth perspectives, and harmful structures of schooling, the purpose of this symposium is twofold. First, it draws attention to and problematizes the dominant discourses and practices that render invisible broader systemic issues such as racism and schooling. Second, this panel offers several research-based innovations to help shift trauma-informed research and practices so they center issues of race/ism as a system of oppression, youth perspectives, and more complex conceptualizations of trauma.

Sub Unit

• SIG-Stress, Coping, and Resilience

Chairs

• Robert Petrone, University of Missouri

• Christine Stanton, Montana State University

Papers

• A Culturally Responsive, Equity-Centered, and Trauma-informed Professional Development Model - Jasmine Haynes, University of North Florida

• Youth Participatory Action Research, Trauma-Informed Practices, and Disrupting Systems of Racial Injustice: A Systematic Review - Adam J. Alvarez, Texas A&M University; Addison Duane, Sacramento State University

• Centering Student Visions for Healing Through Youth Participatory Action Research: The Transformative School Mental Health Policy Rubric - Kate Somerville, University of Virginia

Discussants

• Noah Asher Golden, California State University - Long Beach

• Robert Petrone, University of Missouri