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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.
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]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192964279
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdag003
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 91
    Subjects:
      – SubjectFull: Wound care
        Type: general
      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Student health services
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Patient care
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Teenagers' conduct of life
        Type: general
      – SubjectFull: Social case work
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Trust
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Medicine
        Type: general
      – SubjectFull: Health promotion
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Case studies
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Adverse childhood experiences
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Washington (D.C.)
        Type: general
    Titles:
      – TitleFull: Fostering Student Resilience: A Collision of Traditional Education Models and Trauma-Informed Care.
        Type: main
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              Text: Apr2026
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              Y: 2026
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