Trauma-Informed and Culturally-Responsive School Leadership for African American Male Students with Emotional Disabilities

• In Event: Critical & Equity-Oriented Leadership Preparation

Abstract

Research on trauma-informed school-based interventions for African American males with emotional disabilities remains limited. This qualitative exploratory case study examined how six urban school principals in New York City conceptualized and implemented trauma-informed practices to support this population. Data from interviews, a focus group, and school documents revealed that principals addressed the intersection of trauma, race, and disability through relationship-building, emotional regulation, culturally responsive pedagogy, and structured behavioral interventions. They also noted the compounding effects of the COVID-19 pandemic. Findings highlight the essential role of culturally responsive, trauma-informed leadership in advancing equity. Professional development, inclusive environments, and mentorship emerged as key strategies to support African American male students with emotional disabilities in urban school settings.

Author

• Charisse Bynoe, Teachers College, Columbia University