Schools as Sites of Risk and Resilience: Public Health Pathways to Educational Equity

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Educational Trauma and Health Equity: Building Bridges Between Public Health and Education

Abstract

Objectives: This presentation investigates the dual role of schools as both contributors to health inequities and potential engines of wellness and resilience. The primary objective is to examine how school environments—through policies, practices, and resources—serve as critical social determinants of health. The presentation seeks to identify leverage points where public health and educational systems can work together to reduce chronic stress, improve student well-being, and advance educational equity.
Theoretical Framework: The analysis is informed by the social determinants of health (SDOH) framework (Marmot et al., 2008), ecological systems theory (Bronfenbrenner, 1979), and trauma theory (SAMHSA, 2014). These lenses allow for a multi-level understanding of how individual, interpersonal, institutional, and structural forces shape health outcomes for students. The paper frames schools not simply as educational institutions but as public health ecosystems that can buffer or exacerbate health disparities.
Modes of Inquiry: A mixed-methods research approach was employed. Quantitative data from school health surveillance systems were triangulated with qualitative thematic analysis of policy documents and case studies from school districts that implemented trauma-informed, equity-centered models. The inquiry included an environmental scan of emerging school health practices and integration of mental health supports into educational spaces.
Data Sources: Primary sources include data from the CDC’s Youth Risk Behavior Surveillance System (YRBSS), school climate surveys, and health-related metrics collected from local and state education departments. Qualitative sources include policy documents, wellness plans, and case studies from three districts with established school-based health initiatives. Publicly available datasets were supplemented by informal interviews with school health coordinators and community health workers.
Results: The analysis confirms that punitive school practices—such as exclusionary discipline, surveillance, and overcrowded classrooms—contribute to toxic stress environments, particularly for Black, Indigenous, and low-income students. In contrast, schools that have adopted trauma-informed practices, integrated wraparound services, and employed full-time mental health professionals show measurable improvements in student well-being, school engagement, and academic performance. These districts also report reductions in absenteeism, behavioral referrals, and emergency mental health interventions. Findings support the claim that school environments function as upstream health interventions when structured with care, collaboration, and equity in mind.
Scholarly Significance of the Study: This presentation contributes to growing interdisciplinary discourse at the intersection of education and public health. By reframing school health as a structural justice issue, it underscores the need for sustained investment in wellness infrastructure within K-12 settings. The findings provide actionable insights for policymakers, educators, and public health practitioners seeking to implement equitable and sustainable trauma-responsive models. The work also challenges deficit-oriented narratives by demonstrating how schools—when resourced equitably—can serve as powerful agents of community wellness and intergenerational resilience.

Author

• Josiah Beharry, University of California - Merced