Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

2016 ◽  
Vol 55 (1) ◽  
pp. 95-124 ◽  
Author(s):  
Lisa V. Blitz ◽  
Denise Yull ◽  
Matthew Clauhs
Keyword(s):  
Urban Education ◽  
School Climate ◽  
Students Of Color ◽  
Culturally Responsive ◽  
High Stress ◽  
Economic Policies ◽  
High Poverty ◽  
Racially Diverse ◽  
Trauma Informed ◽  
Sanctuary Model

Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.

scholarly journals Students of Color and Public Montessori Schools: A Review of the Literature

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Mira Debs ◽  
Katie E. Brown
Keyword(s):  
Students Of Color ◽  
Culturally Responsive ◽  
Relevant Literature ◽  
The United States ◽  
Future Research ◽  
Teaching Staff ◽  
Racially Diverse ◽  
Childhood Education ◽  
Montessori Education ◽  
Montessori Schools

Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

Community Youth Development Service-Learning: Trauma-Informed and Culturally Responsive

2019 ◽  
Author(s):  
Philip Monte Verde ◽  
Marie Watkins ◽  
Donovan Enriquez ◽  
Shalym Nater ◽  
John C. Harris
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Culturally Responsive ◽  
Trauma Informed ◽  
Community Youth Development ◽  
Development Service

scholarly journals A Trauma-Informed Transition Model for New Entrants with Dysregulated Behaviours

2021 ◽  
Author(s):  
A. Hunter-Dehn
Keyword(s):  
Emotional Regulation ◽  
High Stress ◽  
School Personnel ◽  
Academic Readiness ◽  
Transition Model ◽  
School Age ◽  
Whole School ◽  
High Deprivation ◽  
Trauma Informed ◽  
Preliminary Support

AbstractThe Riroriro programme was a response to the needs of children with extremely dysregulated classroom behaviours, resulting from sustained exposure to traumatic high-stress and high-deprivation environments from pre-birth to school age. Evaluation of the accounts of key individuals involved in the pilot found that participants had improved emotional regulation abilities and interpersonal skills during and up to 1 year after the intervention. Academic performance was not improved significantly, but the interviewees’ accounts suggested that “academic readiness” had been achieved. In line with previous studies, the results indicate preliminary support for the effectiveness of the Riroriro programme in supporting children who have experienced trauma to become mainstream classroom ready. These results suggest that a whole-school, multi-tiered approach providing support at the student, school personnel and system levels can help mitigate the effects of trauma.

The Intersectionality of Race and Trauma in Children and Teens Who Are Black, Indigenous, and People of Color (BIPOC)

2022 ◽  
pp. 39-64
Author(s):  
Nena Hisle
Keyword(s):  
Cultural Competency ◽  
Students Of Color ◽  
People Of Color ◽  
Racial Trauma ◽  
Trauma Informed

Children in America are suffering from an abundance of trauma that many bring to school with them daily. Children, teens, and their families, who are Black, Indigenous, and People of Color (BIPOC), may have experienced historical racial trauma which is unique to students of color. Professionals working with students of color (SOC) must develop cultural competency around racial trauma in their understanding of trauma informed pedagogy to meet the needs of student populations that are becoming increasingly diverse. The overall purpose of this chapter is to provide professionals working with BIPOC children and teens the necessary skills to meet their needs.

scholarly journals Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research

2019 ◽  
Vol 43 (1) ◽  
pp. 422-452 ◽  
Author(s):  
M. Shelley Thomas ◽  
Shantel Crosby ◽  
Judi Vanderhaar
Keyword(s):  
Teacher Education ◽  
School Climate ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Systems Of Care ◽  
Preservice Teacher Education ◽  
Empirical Work ◽  
School Based ◽  
Trauma Informed Care ◽  
Trauma Informed

Attention to childhood trauma and the need for trauma-informed care has contributed to the emerging discourse in schools related to teaching practices, school climate, and the delivery of trauma-related in-service and preservice teacher education. However, though trauma-informed systems of care include schools, empirical work informing trauma-informed teaching and teacher education that is reflected back to those audiences is less established. This interdisciplinary overview and synthesis of literature examined interventions used in schools to determine the dominant framework used for promoting and practicing trauma-informed care in schools and the effectiveness of school-based supports for trauma-affected youth to identify implications for changing teaching practice. While multiple disciplines conduct research using different methodologies examining trauma-informed practices in schools, educators are underexamined in this work. Additionally, education researchers began engaging in research on trauma-informed practices in schools more recently, and as such, research emanating from education researchers comprises a small portion of this review. Drawing across the work, we offer recommendations for a more robust, interdisciplinary research agenda with the intentional purpose to change teacher practice.

Educating Teachers for High-Poverty Schools

2019 ◽  
Author(s):  
Bruce Burnett ◽  
Jo Lampert
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Culturally Responsive ◽  
High Poverty ◽  
High Poverty Schools ◽  
Educational Disadvantage ◽  
Agents Of Change ◽  
High Poverty Students

A great deal of scholarship informs the idea that specific teacher preparation is required for working in high-poverty schools. Many teacher-education programs do not focus exclusively on poverty. However, a growing body of research emphasizes how crucial it is that teachers understand the backgrounds and communities in which young people and their families live, especially if they are to teach equitably, without bias, and with a critical understanding of historical educational disadvantage. Research on teacher education for high-poverty schools is largely associated with social-justice education and premised on two key assumptions. The first is that teachers do make a difference and should be encouraged to see themselves as agents of change. The second is that without nuanced knowledge of poverty and disadvantage, and especially its intersection with race, teachers are prepared as though all students and all communities have equal social advantage. Through targeted teacher education, social justice teachers aquire the knowledge, skills and attributes to understand what they can and cannot do. Teachers with strong communities of practice and agency can resist the idea that they can eradicate poverty on their own, but can enact teaching in ways that are equitable and respectful, culturally responsive and safe. It is increasingly possible to observe how debates propose or challenge how preservice teachers should learn about high-poverty contexts. There are also numerous models, globally, of what works in preparing teachers for high-poverty schools; however, providing evidence or proving how specialized teacher preparation affects the educational outcomes of high-poverty students is difficult.

Culturally responsive education under ESSA: A state-by-state snapshot

2019 ◽  
Vol 101 (2) ◽  
pp. 27-30 ◽  
Author(s):  
Isabela Schettino ◽  
Katie Radvany ◽  
Amy Stuart Wells
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Department Of Education ◽  
Summer Institute ◽  
Columbia University ◽  
Responsive Teaching ◽  
Racially Diverse ◽  
Teachers College ◽  
Culturally Responsive Education

A map created from data compiled by Isabela Schettino and Katie Radvany at the Reimagining Education: Teaching and Learning in Racially Diverse Schools Summer Institute (held at Teachers College, Columbia University, and directed by Amy Stuart Wells) shows which states have included references to culturally responsive teaching practices in the ESSA plans submitted to the Department of Education.

scholarly journals Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation

2017 ◽  
Vol 33 (4) ◽  
pp. 615-649 ◽  
Author(s):  
David S. Knight
Keyword(s):  
Resource Allocation ◽  
School Districts ◽  
Low Income ◽  
Students Of Color ◽  
Teacher Experience ◽  
High Poverty ◽  
Federal Education Policy ◽  
Local Funding ◽  
State And Local ◽  
Every Student Succeeds Act

Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the “teacher experience gap.” I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act.

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