Journal of Trauma Studies in Education

Trauma-Informed Pedagogy in Higher Education: Considerations for the Future of Research and Practice

Raymond Kirk Anderson — 2023-10-30

This paper examines the current state of the scholarly literature on trauma-informed pedagogy (TIP) in higher education. We trace the origins of this literature in clinical fields where scholars brought the trauma-informed care lens to bear on pedagogical questions. This literature is currently dominated by practitioner reflections, often written by scholars working in these clinical fields. While these reflections provide valuable insights for educational practice, we identify two important gaps in this body of scholarship: the dearth of empirical research and the lack of attention to students’ experiences and perspectives. We argue that given trauma-informed pedagogy’s stated commitment to collaboration, trust, and choice, future empirical scholarship must re-center students’ voices, experiences, and meaning-making in both research and practice. We conclude by reporting on an on-going participatory action research project designed to address these identified gaps.

Trauma Symptomatology and Self-Esteem among Court-Involved, Female Youth

Kristian Jones — 2023-10-30

The purpose of this study was to explore how trauma-informed school environments are related to the self-esteem and trauma symptoms of court-involved students. Researchers utilized a secondary analysis of school data gathered from 109 court-involved, female students over three consecutive school years (2012 – 2015). Changes measure in self-esteem and trauma symptoms as a result of a trauma informed teaching intervention were measured using a one group, pre/post-test design while controlling for race and grade level. No significant changes in students’ self-esteem were found; however, students with higher self-esteem were likely to have a greater reduction in trauma symptoms over the course of the school year. Based on the findings, schools should consider the role of socioemotional skill-building and positive self-image when working with court-involved students.

Helpline-Informed Approaches to Remote Learning Needs for Students at Risk of Maltreatment

Robin Ortiz — 2023-10-30

Remote schooling during the COVID-19 pandemic offered a window into unique concerns regarding student well-being, particularly for students lacking a safe and supportive home environment. We sought to identify school-related concerns voiced by youth under age 25 who reported distress to a hotline via text or chat while in remote school during the pandemic. Qualitative thematic analysis was conducted on 60 transcripts. Help-seekers were an average age of 15.4 years (range: 10-21 years), from 25 states and Canada, and mostly female (57%). Our results yielded five student concerns: feeling trapped, school as escape, isolation, distress from parental schoolwork enforcement, and accommodation challenges for students with disabilities. We identified needs regarding novel methods for abuse reporting, social support, and access to services for student mental health, students with disabilities, and parents. This work demonstrates the importance of incorporating the voices of vulnerable youth in interventions to support students during remote learning.

An Investigation of Black and White College Students’ Knowledge About the Long-Term Effects of ACEs

Nathalie Goubet — 2023-10-30

In the past twenty years, multiple studies have shown the relationship between childhood adversity and later negative health consequences. Yet the extent to which the public is aware of this relationship is unclear. We surveyed Black and White college students about their knowledge of the long-term effects of Adverse Childhood Experiences (ACEs). Students read vignettes comparing children exposed and unexposed to ACEs, and predicted their mental, physical, and social health as adults. Participants were aware of the effect of ACEs on later mental and social health, but not as aware of the risks on physical health. Black and White students had similar knowledge, but Black students attributed some childhood adversity (e.g., physical abuse) as having less impact in adulthood than White participants. These results offer insight into the beliefs of college students and could serve as a basis for targeted interventions aimed at raising awareness and preventing adversity.

On the Emotional Toll and Tensions of Doing Socioemotional Work in an Urban Setting

Jinan ElSabbagh — 2023-10-30

In this critical qualitative case study, I explored the implementation of a P-6 urban elementary school’s SEL program (SEL+). Through analyzing a combination of classroom observations, two in-depth interviews, and artifact collection, this study illuminates two themes: how reflexivity leads to heightened self-awareness among school personnel, the emotional labor that occurs consequently, and secondly, the ongoing challenges teachers and administrators face as they implement SEL praxis (and SEL+) in their schools, including the continued use of deficit-laden language and policing of students’ bodies. The study aims to inform and add to the growing field of SEL in public educational contexts as a way for administrators, educators, and preservice teachers to better serve their students. Attending to SEL’s implications for trauma-informed personnel and their (emotional) needs, it also provides additional significance to the growing work of equity possibilities and limitations within a SEL context. Recommendations for future implementations are also included.

Planting Seeds of Mindfulness During Teacher Preparation

Shannon Mulhearn — 2023-10-30

Mindful practices such as intentional breath and body awareness may benefit students in teacher education programs both in their present student roles and in their futures as educators. This mixed methods study included an 8-week online mindfulness intervention during the Spring of 2020. Quantitative data included pre- and post-questionnaires related to mindful awareness, perceived stress, resilience, and loneliness. Participants (n=16) provided weekly records of practice and attendance, and at the conclusion of the program, semi-structured interviews were conducted. Scores for mindful awareness and resilience significantly increased over the course of the program while perceived stress and loneliness decreased. A statistically significant, inverse correlation was observed between mindful awareness and perceived stress. Interview themes included that teacher education students felt their Self-Awareness and Social Connections were affected throughout the intervention. Noting aspects of transformative learning, participants also indicated an intention to integrate mindful practices into their future classrooms.

School-Based Trauma: A Scoping Review

Addison Duane — 2023-10-30

School-based trauma is not a new concept, but scholars have not yet developed a comprehensive definition that coalesces. In this paper, I conduct a scoping review of scholarship across three decades and map existing definitions of school-based trauma onto a theoretical framework. I propose an updated definition for school-based trauma that encompasses existing definitions and includes a systemic lens to thinking about the concept. In doing, I invite scholars to take up the concept in a theoretically sound and comprehensive way to support children better and work towards creating school spaces that do not cause trauma.

Letter from the Editor

Jason Lynch — 2023-10-30