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What’s Missing in Trauma-Informed Practice? An Interdisciplinary Exploration of Equity-Driven Student and Teacher Perspectives
Thu, April 24, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 302Session Type: Symposium
Abstract
Addressing concerns for equity-driven trauma-informed educational approaches (TIP), this symposium brings together individuals from various disciplines and roles to discuss the current and future state of TIP. The empirical findings highlighted in this session consider what is missing from current TIP and what can be built in the next iteration of equity-driven TIP, from the perspectives of students and teachers (both pre-service and in-service). Together, this session aims to acknowledge gaps in existing TIP approaches, and explore how TIP can act in service of advancing racial justice in schools.
Sub Unit
Chair
Papers
Expanding Trauma-Informed Practice to Interrogate and Interrupt School-Based Trauma - Addison Duane, Sacramento State University
Attending to School-Based Racial Trauma in Trauma-Sensitive Schools Initiatives: Insights from a Narrative Inquiry - Edward D. Scott, University of Houston
Tier 1 Trauma-Informed Educator Practices and Strategies: A Systematic Review - Dana M. Sox, University of Virginia; Helen Min, University of Virginia; Alexis R. Harris, University of Virginia; Jennifer A. Beasley, University of Virginia; Ashlee Lester Sjogren, University of Virginia; Edward D. Scott, University of Houston; Lora Henderson Smith, University of Virginia; Jennifer Serico, Kennedy Krieger Institute
“The School Becomes Their Family”: Exploring Renewal and Repair through Teachers’ Framings of Trauma-Informed Pedagogy - Noah Asher Golden, California State University - Long Beach; Robert Petrone, University of Missouri
Transformative Teacher Education: Centering Equity in Trauma-Informed Practices for Future Educators - M. Shelley Thomas, University of Louisville; Shantel Crosby, University of Louisville