Fostering Student Resilience: A Collision of Traditional Education Models and Trauma-Informed Care.
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| Title: | Fostering Student Resilience: A Collision of Traditional Education Models and Trauma-Informed Care. |
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| Authors: | Taylor, Jar'Mel Damon (AUTHOR) |
| Source: | Children & Schools. Apr2026, Vol. 48 Issue 2, p91-98. 8p. |
| Subjects: | Wound care, Psychological resilience, Curriculum, Emotion regulation, Student health services, Philosophy of education, Qualitative research, Social justice, Interprofessional relations, Focus groups, Interviewing, Questionnaires, Patient care, Judgment sampling, Descriptive statistics, Teenagers' conduct of life, Social case work, Thematic analysis, Research, Research methodology, Trust, Special education, Medicine, Health promotion, Student attitudes, Case studies, Minorities, Comparative studies, Adverse childhood experiences, School health services, Educational attainment |
| Geographic Terms: | Washington (D.C.) |
| Abstract: | Trauma significantly shapes students' academic, social, and emotional outcomes, particularly for Black and Brown adolescents navigating traditional educational systems that rely heavily on punitive disciplinary practices. These approaches often fail to address the underlying impacts of adverse childhood experiences and may exacerbate disengagement and exclusion. This qualitative exploratory case study examines the collision between traditional education models and trauma-informed care (TIC) practices within alternative education settings in Washington, DC. Drawing on semistructured interviews and a focus group with educators, administrators, and school-based social workers, the study explores how trauma-informed, culturally responsive practices influence student engagement, relationships, and resilience. Findings reveal six central themes highlighting the limitations of punitive models and the transformative potential of TIC approaches grounded in safety, trust, collaboration, empowerment, and cultural responsiveness. Participants emphasized the importance of relational practices, restorative behavioral supports, and culturally affirming learning environments in fostering student belonging and emotional regulation. Despite noted barriers, including resource constraints and training gaps, TIC emerged as a promising framework for disrupting cycles of adversity. This study underscores the need for systemic shifts toward trauma-informed, equity-centered educational practices to better support historically marginalized students. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Trauma significantly shapes students' academic, social, and emotional outcomes, particularly for Black and Brown adolescents navigating traditional educational systems that rely heavily on punitive disciplinary practices. These approaches often fail to address the underlying impacts of adverse childhood experiences and may exacerbate disengagement and exclusion. This qualitative exploratory case study examines the collision between traditional education models and trauma-informed care (TIC) practices within alternative education settings in Washington, DC. Drawing on semistructured interviews and a focus group with educators, administrators, and school-based social workers, the study explores how trauma-informed, culturally responsive practices influence student engagement, relationships, and resilience. Findings reveal six central themes highlighting the limitations of punitive models and the transformative potential of TIC approaches grounded in safety, trust, collaboration, empowerment, and cultural responsiveness. Participants emphasized the importance of relational practices, restorative behavioral supports, and culturally affirming learning environments in fostering student belonging and emotional regulation. Despite noted barriers, including resource constraints and training gaps, TIC emerged as a promising framework for disrupting cycles of adversity. This study underscores the need for systemic shifts toward trauma-informed, equity-centered educational practices to better support historically marginalized students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15328759 |
| DOI: | 10.1093/cs/cdag003 |
