This mixed methods study was conducted in an urban school district with 172 schools. In schools, students who require mental health support are treated by school psychologists, school social workers, and school counselors. This study examines these clinicians' differing training, knowledge of, and clinical practice related to trauma, to determine…

The purpose of this interpretive phenomenological analysis (IPA) study was to understand the lived experiences and demonstrated resilience of nontraditional, two-year college students from underrepresented populations who have exposure to adverse childhood experiences (ACEs) and injustice. The intent of this research study was to investigate…

Classroom teachers play many roles throughout the school day, but mental health professional is not a hat that should be tried on without serious training. The goal of this research is to build teachers skills and confidence in supporting students. The number of children facing adversity and trauma is on the rise and these factors have a serious…

Public schools in the United States have become more diverse over the past two decades, and there is an emerging push for equity considerations in instruction in public schools across the country. However, there is a lack of clarity around the types of messages that teachers receive about teaching with an equity lens and how teachers enact…

Research Connections developed this document in collaboration with the Tribal Child Care Capacity Building Center for use during the OCC National Tribal Conference 2024 on April 9-11, 2024. This resource list highlights sample resources from the Research Connections library on the Conference topic areas. It also includes links to additional…

Responding to a growing call for culturally sustaining pedagogy, this article describes a Community of Practice (CoP) project in Minnesota. Guided by two Indigenous mentors, a cohort of 15 Indigenous and Non-Indigenous educators engaged in collective inquiry regarding how Indigenous histories, worldviews, and learning approaches can become part of…

The use of multi-tiered systems of support (MTSS) in schools has implications for social and cultural development. It provides the opportunity for empowerment and inclusion of students who are often overlooked or struggling to adapt, such as multilingual, neurodiverse, and sexually exploited students. Increased competency in understanding and…

This comprehensive resource equips emerging and experienced sexuality educators with contemporary frameworks for trauma-informed, equitable, and anti-oppressive education. It provides foundational principles for development and delivery, emphasizing inclusivity, accessibility, and intersectionality. Editors Malone, Gilbert, Dukes, and Fonte curate…

Students with emotional and behavioral disabilities (EBD) endure adverse childhood experiences (ACEs) and other traumatic experiences at higher rates than their non-disabled peers. Staff who work with these students can experience compassion fatigue, contributing to staff attrition and burnout. Trauma-informed care practices show promise in…

Early childhood teachers are tasked with the responsibility of providing appropriate educational services to children from birth through eight years old while utilizing best practices. Early childhood trauma negatively impacts various developmental areas, and these are manifested in children's behaviors in the classroom. Furthermore, early…

Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…

Though the concepts of trauma are not new, studies on adverse childhood experiences have seen a steady increase since Felitti et al. (1998) began their work on its lasting effects. In the context of education, when leaders are not trained to identify behaviors through a trauma-informed lens, students with adverse childhood experiences may be…

Among the lessons that emerged after the recent presidential election is a recognition that teachers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms. Now, more than ever, English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned…

Camp has proven to be an effective positive youth development strategy for children and youth who experience trauma and adversity. However, training camp counselors who are prepared to meet the needs of trauma-exposed youth in these settings are less understood. This pilot evaluation study provides the results of a social simulation-based training…

Native American students have lower rates of college completion and retention and experience higher rates of trauma exposure. Using focus groups and follow-up interviews, this critical phenomenology sought Native American student perspectives on intention and desired faculty response following self-disclosure of personal challenges in college…