Trauma, including abandonment, neglect, poverty, or abuse, affects students. Because of this, a classroom community is vulnerable to the sheer unpredictability of behaviors. Students who have experienced trauma need support in order to create a classroom community where they can thrive and learn. This study examines a Whole-Child Approach…

Teaching youth how to self-regulate is a focus of a trauma-informed school approach. Peace Spaces, including Peace Corners and Peace Rooms, are a trauma-informed intervention used to teach self-regulation skills to students. The current study used a Consensual Qualitative Research design to identify and describe the thoughts, concerns, and…

This article unpacks existing laws and disciplinary policies like "zero tolerance" and "disturbing schools" that criminalize youth behaviors in public schools and explores their roots in U.S. racialized histories using a critical carceral studies framework. Carceral studies scholars critique the punitive capitalist apparatus…

School systems have been implementing trauma-informed curriculums to offset any trauma students may be experiencing. In the Head Start classroom, many students enter with trauma and display behaviors that cause secondary traumatic stress for the educators working with them. Exposure to students' traumas can cause educators to experience secondary…

Adverse life events and trauma have the potential to devastate college students' lives across all domains of well-being, including physical, emotional, intellectual, spiritual, and social. Thriving despite these challenges requires academic resilience. Physical activity is one well-known strategy to support increased resilience. No research has…

How can we suppress racism? How can we suppress homophobia? How can we suppress antisemitism and Islamophobia? How can we suppress ableism? How can we suppress classism? As teachers, scholars, learners, colleagues, writers, and people who serve in various roles in their personal and professional lives, what do we need to do to suppress the -isms…

The effects of childhood trauma are evident in urban classrooms today and adversely affect student achievement. The evidence of exposure to trauma is disruptive behavior, often resulting in a suspension from school. The school social worker or counselor is often viewed as the person responsible for implementing strategies that change student…

Research on self-harm and children tends to focus on adolescent children (12 years of age and above). There is limited available information about self-harm in children ages 11 years and younger. This study utilized autoethnography as the methodology to provide a rich description of the professional experiences and practices of an elementary…

Collaborative efforts by school counselors and school administrators that are grounded in social capital principles have the potential to better support students' educational success, health, and well-being in the wake of challenging and adverse events, such as the COVID-19 pandemic. The purpose of this study was to assess perceptions of school…

Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional antiracist…

The field of integrated language arts is an ideal forum for sharing stories, discussing perspectives, expressing emotions in a healthy way, and challenging the systems that govern and shape our lives. Accomplishing this goal in a traditional classroom can sometimes be difficult, but for a moment, consider the physical space of a classroom within a…

Since the release of the Missouri Model for Trauma-Informed Schools approved by the Department of Elementary and Secondary Education (DESE) in 2019, school leaders were given the opportunity to start the process of meeting the emotional and fundamental needs of students. With the effects of trauma reaching all diverse groups of race, gender,…

Despite the plethora of skills special educators obtain throughout their preservice and in-service training, many special educators feel ill-prepared to work effectively with students with disabilities who have experienced trauma. This instrumental case study was conducted at a low-income public school where over 85% of enrolled students came from…

Trauma-informed care (TIC) is the practice of consciousness and awareness of trauma that guides educators in developing academic and behavioral support for students with exceptionalities who have experienced trauma. TIC can support students from the lens of Positive Behavioral Intervention Supports (PBIS) and Social Emotional Learning (SEL) within…

Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumatic -- whereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing.…