Journal of Trauma Studies in Education <p>The<em> Journal of Trauma Studies in Education</em> (JTSE) is an online open-access academic peer-reviewed journal dedicated to the generation of knowledge regarding mental health and well-being, with a focus on the impact of traumatic stress within the context of Pre K-12 and postsecondary education. </p> en-US <p>Upon publication articles are immediately and freely available to anyone, anywhere, at any time. All published articles are licensed under a <a href="">Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License</a>. All articles are permanently available online. The final version of articles may be posted to an institutional repository or to the author's own website as long as the article includes a link back to the original article posted on OJED.</p> (Dr. Jason Lynch) (Dr. Jason Lynch) Sat, 30 Mar 2024 00:00:00 +0000 OJS 60 Teachers’ Perceptions, Awareness, And Responses to Students with Childhood Trauma <p>The purpose of this correlational study was to explore the relationship between trauma training, education, experience and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, awareness of trauma symptoms, and response to behaviors of students with trauma history. All participants were K-12 teachers currently employed in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables <em>educator trauma training</em>, <em>education</em>, <em>experience</em>, and <em>self-efficacy scores</em>. This research study found a significant positive correlation between teachers’ sense of self-efficacy and trauma awareness and responses when teaching traumatized children.</p> Jonathan Tomlin, Vasti Holstun , Robert Pincus Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 College Students with Military Affiliation: Perspectives on Creating Trauma-Informed Classrooms <p>Students with military affiliation bring unique strengths and experiences to colleges and universities. However, this population of students may also need specific support and services to help them be successful in the classroom. Therefore, this pilot study explores which trauma-informed strategies and practices are perceived most important in the college classroom from a student perspective. Fifteen students with military affiliation were surveyed about their perceptions of trauma-informed classroom strategies and practices. Several strategies and practices were deemed as important, including participants’ desire to know where to go on campus if they are having an issue with an instructor and participants’ belief that faculty should not tokenize a student based on their identity. Results are discussed through the lens of trauma-informed care offered by the Substance Abuse and Mental Health Services Administration. Finally, we discuss the implications of results in terms of how these trauma-informed strategies and practices may impact faculty.</p> Tommy Wells, Alexandra Taylor Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 Teacher Stress and Resilience During the Cascading Events of Winter Storm Uri and COVID-19 <p>Teachers experienced additional hardship throughout the pandemic, including new stressors, contributing to worsened mental health. Many teachers across the Southwest endured the added strain of Winter Storm Uri in February of 2021. This qualitative study explored the impacts of the winter storm on teachers' experiences of stress and trauma within their work and personal lives, with the intention of better understanding support options to provide teachers during and after similar crises. Qualitative analysis was conducted using inductive thematic analysis and yielded five main themes: instructional impacts, administrator and district relations, psychological impacts, basic resource impacts, and concern for others. Results from the analysis illuminated teachers’ sources of stress, resilience, and support in coping with trauma. Implications for responses to potential future natural disasters, including possible policy changes and interventions, are explored.</p> Sarah Kelton, Madison Blaydes, Cassandra A. Gearhart, Caroline H. Weppner, Christopher J. McCarthy Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 Moral Injury in K-12 Education: A Phenomenological Inquiry at the Intersection of Race and Class <p class="AbstractText">This study is a phenomenological exploration of moral injury among K-12 professionals who work in schools in which the large majority of students are students of color and are eligible for free or reduced lunch. All participants worked in one urban school district in the Midwest of the United States. Professionals identified harsh discipline practices, insincere restorative justice programs, deceptive use of outcome data, and a pitying approach to the education of low-income students of color as morally injurious practices. The paper ends with recommendations for how the construct of moral injury can be useful in identifying and confronting sources of educational injustice.</p> Erin Sugrue Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 Persisting, Coping, and Advocating: Online Trauma of Latina Bilingual Pre-service Teachers <p>This study examines the online traumatic experiences of bilingual Latina pre-service teachers. Tasked with developing content for their students, while also being students themselves, positions them in a very particular and stressful situation imbued with multiple forms of trauma. This qualitative study considers the lived experiences of eight bilingual pre-service teachers in California and Texas. Utilizing narrative inquiry, from a grounded theory perspective, this study examines how Latina pre-service teachers worked through the online challenges of the pandemic and other traumas such as isolation, lack of academic engagement, vicarious trauma, and sense of powerlessness. Despite these challenges, participants were able to persevere in empowering ways and advocate for their students. Findings suggest the need for reimagining teacher education programs addressing the challenges faced by future teachers as they navigate the online space in their dual roles of both student and educator. Implications for practice, policy, and research are presented.</p> Lucy Arellano, Ana K. Soltero López, Delia Carrizales, Brandy Piña-Watson Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 There is No Vacation from Trauma: Black Women Academicians’ Narratives on the Need for Community During Times of Racialized Injustices <p>Reflecting on the collective traumas of the COVID-19 pandemic and the metaphorical racial reckoning of the summer of 2020, two Black women within the academy share their reflections through an intersectional collaborative autoethnography. One overarching theme, intersectional racialized trauma, and two subthemes, (a) feelings of helplessness due to collective trauma and (b) Black women get tired too, emerged as findings from this study. The piece closes with recommendations for Black women academicians navigating the academy.</p> Valerie Thompson, Leslie Ekpe Copyright (c) 2024 Journal of Trauma Studies in Education Sat, 30 Mar 2024 00:00:00 +0000 Advancing Equity: Supporting the Mental Health and Emotional Well-Being of Black Youth in the School Setting <p>This study examines the impact of societal challenges on the mental health of Black youth and explores strategies for school personnel to support their well-being. With heightened awareness due to COVID-19 and incidents of police brutality, this paper assesses effective practices for fostering a supportive educational environment. Utilizing hybrid coding and a two-round literature review via PubMed, gaps in the intersection of Adverse Childhood Experiences (ACEs) and Black youth's educational experiences were identified. Thematic analysis revealed crucial strategies for combating biases, discrimination, and enhancing school connection. Recommendations include training educators in cultural responsiveness, building strong relationships among school staff, students, along with their families, and improving engagement with Black youth to alleviate negative school perceptions. The paper underscores the urgency of addressing mental health disparities and suggests comprehensive approaches encompassing personal, interpersonal, and public policy interventions to support Black students' mental health.</p> Anne Odusanya, Frances Dean, Kerritt Saintal, Xavier Palmer Copyright (c) 2024 Journal of Trauma Studies in Education Tue, 30 Apr 2024 00:00:00 +0000