Title: Ka wā ma mua, ka wā ma hope (ʻŌlelo Noʻeau #6) The past is in the future. Culture-based and trauma informed SEL in community schools

• In Event: I ulu no ka lālā i ke kumu: Grounded histories, growing thriving communities, schools and families.

Abstract

Purpose and Rationale. Community schools in Hawaiʻi are emerging as spaces of healing and transformation, particularly in rural and disadvantaged communities. Guided by the ʻōlelo noʻeau Ka wā ma mua, ka wā ma hope—the past is in the future—this paper examines how culture based, trauma informed social emotional learning (SEL) practices, rooted in Hawaiʻi Indigenous values, shape the climate and capacity of schools. Building from the ahupuaʻa framework presented in Paper 1, this paper explores how drawing from the past—ʻike kūpuna, pilina, and aloha—can strengthen the trunk of the community school tree, ensuring that all branches flourish.
Theoretical Framework. The study draws on Hawaiʻi Indigenous frameworks emphasizing pilina (reciprocal relationships), aloha (love and accountability), and Nā Hopena Aʻo (HĀ). Trauma informed practice serves as a bridge between historical and ongoing trauma and the strategies needed for healing and resilience. The metaphor Ka wā ma mua, ka wā ma hope affirms that knowledge of the past is essential to shaping thriving schools and communities today. Together, these frameworks situate SEL as a culturally sustaining practice within the ahupuaʻa of the community school.
Methods. This mixed methods study was conducted in five rural public schools engaged in community school initiatives. Quantitative data came from dispositional surveys administered to teachers and staff at multiple points, measuring SEL self efficacy, trauma informed practice (TIP) knowledge, and perceptions of schoolwide SEL. Analyses included descriptive statistics, correlations, paired t tests, and ANOVA to assess change over time and across schools. Qualitative data included focus groups and interviews with administrators, teachers, staff, parents, and community school coordinators, as well as open ended reflections following professional development. Transcripts were coded both inductively and deductively to ensure findings reflected participants’ voices and aligned with study goals.
Findings. Quantitative findings indicated significant gains in trauma informed practice knowledge, as well as a positive correlation between increased TIP knowledge and stronger SEL schoolwide implementation. While SEL self efficacy gains were more modest, the association between TIP learning and broader SEL practices suggests that culturally grounded professional development was a key driver of change.
Three qualitative themes deepened understanding of these outcomes:
• Grounding SEL in Place: Culture, Connection, and Capacity. Educators emphasized how culturally rooted PD and resources helped tailor SEL to their school context, foster connection, and build consistent language and routines.
• Shifting Mindsets: SEL Begins with the Adults. Participants described how trauma informed PD encouraged reflection, empathy, and self regulation, highlighting that sustainable SEL must start with adult practice.
• Implementation: Schoolwide Shifts and Ongoing Challenges. Schools reported early evidence of SEL embedding in daily culture, while also noting barriers such as COVID 19 disruptions, leadership instability, and uneven participation.
Scholarly Significance. This paper affirms that culture based trauma informed SEL, grounded in Hawaiʻi Indigenous values, strengthens both teacher climate and the larger community school initiative. In honoring Ka wā ma mua, ka wā ma hope, we see that drawing from ancestral knowledge informs present practice and future flourishing. By nurturing the trunk of the community school with culturally sustaining supports, all branches—students, families, and partnerships—are better able to thrive.

Author

• Sarah Rice, University of Hawaii - Hilo